A recent academic investigation has revealed a striking gender imbalance within secondary school science curriculums across the United Kingdom. Researchers found that only a single female scientist is explicitly named across the entire range of GCSE and National 5 science course specifications.

The study, conducted by academics from the University of Cambridge alongside colleagues in the United States and Australia, analyzed curriculum documents from six different UK examination boards. Published in the British Educational Research Journal, the findings show that out of 86 individuals referenced by name at Key Stage 4 and equivalent levels, British chemist Rosalind Franklin is the sole woman included.

Franklin is best known for her pioneering X-ray diffraction work during the 1950s, particularly the production of Photograph 51, which was instrumental in determining the double-helix structure of DNA. Cambridge OCR's GCSE Biology and Scottish Highers Biology are among the specifications that cite her contributions. Her imagery was famously utilized by Francis Crick and James Watson to model DNA, leading to a Nobel Prize awarded to Watson, Crick, and Maurice Wilkins in 1962, four years after Franklin's death.

At the advanced secondary level, encompassing A-levels, AS-levels, and Scottish Highers, the research team discovered only two additional women among 181 named scientists. American cartographer Marie Tharp, who mapped the Atlantic ocean floor, and Danish seismologist Inge Lehmann, discoverer of the Earth's inner core, both appear exclusively within Cambridge OCR's A-level Geology syllabus.

The authors of the paper noted that while school curriculums cover various major scientific breakthroughs achieved by women, the individuals behind them often remain unnamed. Although historical scientific practices were heavily male-dominated, the researchers argued that the specifications disproportionately overlook substantial female contributions. They suggested that future curriculums routinely incorporate Franklin when teaching DNA, alongside other notable figures such as pioneer Marie Curie and nuclear physicist Lise Meitner.

Co-author Stephanie Buttigieg emphasized the importance of inclusive curriculums, stating that accessible role models can encourage more female students to pursue science, technology, engineering, and math disciplines by enhancing their sense of inclusion and career interest.

Representatives for examination boards, speaking through the Joint Council for Qualifications, acknowledged the necessity for broader representation in science courses and noted this would be a priority during upcoming qualification reforms. Similarly, Qualifications Scotland indicated that ongoing curriculum revisions present an opportunity to improve gender balance in future assessments.

Educational authorities in England and Scotland also addressed the findings, affirming their dedication to narrowing the gender gap in technical fields. The Department for Education in England stated its intention to ensure that forthcoming curriculum updates properly highlight the achievements of women in science.

Reporting based on coverage first published by BBC News. Read the original report at BBC News.