Attitudes and occupational sex-role stereotypes relating to natural science studies in higher education among rural Black females

English: The purpose of the study was to investigate the relationship between science attitudes, occupational sex-role stereotypes and the entrance of rural Black females into natural science studies in Higher Education (HE). Through this process it was endeavoured to shed light on the factors that deter Black females from pursuing science studies or following careers in the natural sciences. The sample consisted of 112 Black female grade 12 learners from 5 rural schools in the Xhariep district Free State. Marks obtained in biology, physical science and mathematics were regarded as the criterion for entrance to natural science studies. The marks were obtained from the results of the Grade 11 examinations of November 2008. The standardised measuring instruments used in this quantitative study were the Science Attitude Scale for Middle School Students and the Occupational Sex-Role Stereotype Questionnaire. Data was analysed using univariate and multivariate statistics. Results in this study revealed that the academic achievements of Black Grade 12 female learners in biology, physical science and mathematics were poor in Grade 11. The results showed that there were no significant relationships between science attitudes, occupational sex-role stereotypes and the marks in biology, physical science and mathematics. All P-values were greater than 0.05. In the case of marks in biology and physical science, the confounding variables (ethnicity, age and psychosocial factors) did not have a significant effect on the dependent variable. However, in respect of the dependent variable (marks in mathematics), age and psychosocial background factors both had a significant effect, but not ethnicity. It was interesting to note that ethnicity was not a significant confounder, because the P-value was greater than 0.05. However, the t-test indicated that the performance of Xhosa females in science (consisting of their total marks in biology, physical science and mathematics) was better than that of the South Sotho females. Recommendations for various stakeholders were presented. They include: creating classroom environments that spark initial curiosity and foster long-term interest in biology, physical science and mathematics, providing spatial skills training, helping learners to structure appropriate study habits and to develop identities as learners, exposing learners and students to laboratory work in university chemistry and in schools, increasing parental involvement, providing teachers with mentorship programmes in the teaching and learning of biology, physical science and mathematics, preparing secondary school learners for higher education and improving educator qualifications in biology, physical science and mathematics.