The Gender Gap In Mathematics Achievement
DOWNLOAD
Download The Gender Gap In Mathematics Achievement PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get The Gender Gap In Mathematics Achievement book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
The Gender Gap In Mathematics Achievement
DOWNLOAD
Author : Maria L. Di Tommaso
language : en
Publisher:
Release Date : 2016
The Gender Gap In Mathematics Achievement written by Maria L. Di Tommaso and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
Gender differences in the STEM (Science Technology Engineering and Mathematics) disciplines are widespread in most OECD countries and mathematics is the only subject where typically girls tend to underperform with respect to boys. This paper describes the gender gap in math test scores in Italy, which is one of the countries displaying the largest differential between boys and girls according to the Programme for International Student Assessment (PISA), we use data from an Italian national level learning assessment, involving children in selected grades from second to tenth. We first analyse the magnitude of the gender gap using OLS regression and school fixed-effect models for each grade separately.Our results show that girls systematically underperform boys, even after controlling for an array of individual and family background characteristics, and that the average gap increases with children's age. We then study the gender gap throughout the test scores distribution, using quantile regression and metric-free methods, and find that the differential is small at the lowest percentiles of the grade distribution, but large among top performing children. Finally, we estimate dynamic models relating math performance at two consecutive assessments. Lacking longitudinal data, we use a pseudo panel technique and find that girls' average test scores are consistently lower than those of boys at all school years, even conditional on previous scores.
Gender Differences In Extreme Mathematical Achievement
DOWNLOAD
Author : Andrew Mark Penner
language : en
Publisher:
Release Date : 2008
Gender Differences In Extreme Mathematical Achievement written by Andrew Mark Penner and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
The Gender Gap In Secondary School Mathematics At High Achievement Levels
DOWNLOAD
Author : Glenn Ellison
language : en
Publisher:
Release Date : 2009
The Gender Gap In Secondary School Mathematics At High Achievement Levels written by Glenn Ellison and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Mathematics categories.
This paper uses a new data source, American Mathematics Competitions, to examine the gender gap among high school students at very high achievement levels. The data bring out several new facts. There is a large gender gap that widens dramatically at percentiles above those that can be examined using standard data sources. An analysis of unobserved heterogeneity indicates that there is only moderate variation in the gender gap across schools. The highest achieving girls in the U.S. are concentrated in a very small set of elite schools, suggesting that almost all girls with the ability to reach high math achievement levels are not doing so.
Gender Differences In Mathematics
DOWNLOAD
Author : Ann M. Gallagher
language : en
Publisher: Cambridge University Press
Release Date : 2004-12-27
Gender Differences In Mathematics written by Ann M. Gallagher and has been published by Cambridge University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-12-27 with Psychology categories.
Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Dynamics Of The Gender Gap In High Math Achievement
DOWNLOAD
Author : Glenn Ellison
language : en
Publisher:
Release Date : 2018
Dynamics Of The Gender Gap In High Math Achievement written by Glenn Ellison and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
This paper examines the dynamics of the gender gap in high math achievement over the high school years using data from the American Mathematics Competition. A clear gender gap is already present by 9th grade and the gender gap widens over the high school years. High-achieving students must substantially improve their performance from year to year to maintain their within-cohort rank, but there is nonetheless a great deal of persistence in the rankings. Several gender-related differences in the dynamics contribute to the widening of the gender gap, including differences in dropout rates and in the mean and variance of year-to-year improvements among continuing students. A decomposition indicates that the most important difference is that fewer girls make large enough gains to move up substantially in the rankings. An analysis of students on the margin of qualifying for a prestigious second stage exam provides evidence of a discouragement effect: some react to falling just short by dropping out of participating in future years, and this reaction is more common among girls.
Gender Gap In Mathematics Achievement In Brazil
DOWNLOAD
Author : Beatriz Susana Levin
language : en
Publisher:
Release Date : 2019
Gender Gap In Mathematics Achievement In Brazil written by Beatriz Susana Levin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
Teachers who associated mathematics with boys did not appear to be aware of that implicit bias, and in conversation often referred to gender differences in a way that indicated they thought girls had advantages in school that boys did not.
Explaining The Gender Gap In High School Mathematics Achievement An Analysis Of The Educational Longitudinal Study
DOWNLOAD
Author : Sanhita Gupta
language : en
Publisher:
Release Date : 2011
Explaining The Gender Gap In High School Mathematics Achievement An Analysis Of The Educational Longitudinal Study written by Sanhita Gupta and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This is a study of the gender gap in the mathematics achievement that exists in the tenth grade and the twelfth grade students. The study was done using data from the Educational Longitudinal Study of 2002. The findings state that not only a gender gap exists; this gap also increases from the tenth grade to the twelfth grade.
Exploring The Effects Of Single Sex Schooling And Math Self Efficacy On The Gender Gap In Mathematics Achievement
DOWNLOAD
Author : Xuran Wang
language : en
Publisher:
Release Date : 2015
Exploring The Effects Of Single Sex Schooling And Math Self Efficacy On The Gender Gap In Mathematics Achievement written by Xuran Wang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
A gender gap in mathematics achievement has been found in many countries. Researchers are trying to find ways to reduce the gap. Single-sex schooling was then discussed, but the results varied. As well as, limited number of studies examined the role of single-sex schooling to the relationship between gender and mathematics achievement. However, math self- efficacy has been confirmed to influence students' mathematics achievement successfully. For capturing the relationship between single-sex schooling and mathematics achievement in South Korea and Hong Kong, also exploring the role of math self-efficacy to the gender difference, PISA 2012 dataset was used in the current study. Hierarchical regression models were used to address the research questions. The results suggest that single sex schooling is not related to mathematics achievement in both South Korea and Hong Kong. Also, single sex schooling does not moderate the relationship between gender and mathematics achievement in both countries. Besides, a significant gender gap in mathematics achievement was found in both countries, after taking into account relevant school level factors. Finally, math self-efficacy mediates the relationship between gender and mathematics achievement in South Korea, but not in Hong Kong.
Mathematics Gender
DOWNLOAD
Author : Elizabeth Fennema
language : en
Publisher:
Release Date : 1993
Mathematics Gender written by Elizabeth Fennema and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993 with Mathematics categories.
Australian edition of a collection, first published in the US in 1990, of nine essays and reports examining gender issues in mathematics and looking at gender equality in mathematics and mathematics education. The editors teach mathematics at the University of Wisconsin and education at Monash University respectively. Indexed.
The Effects Of Teachers Gender Stereotypical Expectations On The Development Of The Math Gender Gap
DOWNLOAD
Author : Joseph P. Robinson
language : en
Publisher:
Release Date : 2011
The Effects Of Teachers Gender Stereotypical Expectations On The Development Of The Math Gender Gap written by Joseph P. Robinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Scholars have identified mathematics gender gaps favoring males as early as kindergarten or first grade, particularly at the top of the achievement distribution (Penner & Paret, 2008; Rathbun, West & Germino-Hausken, 2004; Robinson & Lubienski, 2011). These relatively small achievement disparities precede larger differences in students' career choices. For example, men recently earned 82% of engineering bachelor's degrees, while women earned only 18% (Dey & Hill, 2007). Women's under-representation in math-related careers both limits the pool of talented people contributing to those fields and leaves disproportionate numbers of women in lower-paying occupations. In examining the possible origins of these early math gender gaps, previous researchers looked inside mathematics classrooms and found that teachers tended to hold higher expectations of their male students and to view mathematics as a male domain (Li, 1999). Yet, in contrast to this previous work, recent, large-scale studies suggest that teachers actually rate the performance of girls more favorably than the performance of males (e.g., Fryer & Levitt, 2010; Robinson & Lubienski, 2011). Given gender disparities in mathematics-related careers, the new findings seem to be promising news if teachers' positive assessments help level the playing field for future generations of women in STEM careers. However, these initial estimates of teachers' female bias may be misleading, confounding achievement with behavior and learning approaches. Indeed, prior research has revealed that girls tend to exhibit more on-task behavior and positive approaches to learning behavior in schools (Forgasz & Leder, 2001; Ready, LoGerfo, Lee & Burkam, 2005). Hence, teachers might conflate "good girl" behavior with mathematics proficiency. This study untangles these issues, examining whether teachers in a national sample rate boys' math proficiency higher than that of girls when boys and girls behave similarly, have similar approaches to learning, and have the same past and current test scores. This study also examines whether teachers' tendency to rate boys or girls higher is causally linked to the widening gender gap in mathematics in early elementary school. In prior research, mathematics achievement gaps favoring males were found to widen during early elementary school; however, teachers tended to rate girls' mathematics proficiency higher than that of boys with similar mathematics test scores (Robinson & Lubienski, 2011). This research builds upon this prior work by examining the following two research questions: (1) Do teachers still rate the mathematics proficiency of girls higher when boys and girls are equated in terms of demographics, prior achievement, behavior, and teacher-reported approaches to learning? (Study 1); and (2) If teachers do have a tendency to rate observationally-similar boys and girls differently, do these differential ratings have an effect on the development of the mathematics gender gap in elementary school (Study 2)? This research uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which is nationally representative of the kindergarten class of 1998-99 when the NCES-provided sampling weights are used. As Robinson and Lubienski (2011) demonstrated, the math gender gap develops early--in the first few years of formal schooling, growing from nonexistent in the fall of kindergarten to a male advantage of about 0.25 standard deviations by third grade. Study 1 demonstrates that teachers rate the math skills of girls lower than those of observationally similar boys. That is, conditioning on math achievement histories, behavior, approaches to learning, race, age, SES, and even looking at boys and girls with the same teachers, girls' skills are rated to be more than one-tenth of a standard deviation lower than boys. This pattern is consistent throughout elementary school. Lamentably, even when conditioning on "current" math achievement, girls are still rated lower (as shown in Figure 1). There is no evidence of similar ratings disadvantage for black or Hispanic students; and there is no evidence that girls are rated higher in reading. Thus, this teacher underrating phenomenon is unique to girls and math performance. Study 2 demonstrates that girls lose ground in math to boys in every period examined (from the spring of kindergarten through fifth grade), consistent with recent studies (Fryer & Levitt, 2010; Robinson & Lubienski, 2011). However, when the authors account for the effects of teachers' expectancies, they find that girls lose far less ground. Their analyses tested the instruments used (i.e., they tested if prior teacher ratings were correlated with conditional achievement gains in a way other than through teacher ratings), and they found no evidence to suggest they were invalid. Overall, the results suggest if teachers did not believe that boys had higher math proficiency than similar girls, then girls would lose about 40-75% less ground in math achievement in each period examined. Raising awareness of--and hopefully, reducing--the tendency for teachers to rate males higher in math may thus go a long way to close the gender achievement gap in math. (Contains 4 figures, 2 tables and 2 footnotes.
