The absence of women's scientific contributions in core UK pre‐university science qualifications

Despite their groundbreaking contributions to our understanding of the natural world and the universe, women's roles in biology, chemistry, physics, astronomy, environmental science and geology remain largely absent from standard educational specifications in the United Kingdom (UK), particularly at Key Stage 4 (KS4) and Key Stage 5 (KS5), or their equivalents across the UK nations. In this study, we conduct a content analysis of science specifications at KS4 and KS5, or equivalent levels, across the four UK nations and six examination boards, analysing the number of scientists represented and the contexts in which they are included. These UK science specifications introduce scientists predominantly through their associated concepts, rather than through explicit mentions of the individuals themselves. Among the 181 scientists mentioned at KS5 or equivalent, only three female scientists are included: Rosalind Franklin, Marie Tharp and Inge Lehmann. For the 86 that are mentioned at KS4 or equivalent, Rosalind Franklin is the only woman referred to. As a result of this analysis, we find that several major scientific breakthroughs taught in UK specifications were made by women, but these women are not explicitly included in the compulsory learning material. Such omissions mean that students are not required to be exposed to the fact that women were instrumental in advances across the history of science, and the onus is placed on individual teachers to include these contributions. We advocate for minor, targeted adjustments to the UK science specifications to incorporate key contributions from women. We provide examples of how such inclusions could be made with minimal disruption to existing teaching frameworks.