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Mothers Teachers Peers And The Gender Gap In Early Math Achievement
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Book Synopsis Mothers, Teachers, Peers, and the Gender Gap in Early Math Achievement by : Pedro Carneiro
Download or read book Mothers, Teachers, Peers, and the Gender Gap in Early Math Achievement written by Pedro Carneiro and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: We study the determinants of math achievement among children in early elementary school using data from a unique experiment in which children were randomly assigned to classrooms within schools for four consecutive grades. As a result, each child in our sample was exposed to four separate, orthogonal shocks to the quality of teachers and peers. We first show that there are steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys. We use the experimental design to test for differences in how boys and girls respond to different measures of the quality of their classrooms, teachers, and peers. We find no evidence of differential responses by gender.
Book Synopsis The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap by : Joseph P. Robinson
Download or read book The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap written by Joseph P. Robinson and published by . This book was released on 2011 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Role of Primary Educators in the Gender-Math Achievement Gap by : Ashley Luckow
Download or read book The Role of Primary Educators in the Gender-Math Achievement Gap written by Ashley Luckow and published by . This book was released on 2017 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research in this study found that primary teachers with 5 years of experience of more contribute to the gender-math achievement gap more than their less experienced colleagues.
Book Synopsis Mathematics & Gender by : Elizabeth Fennema
Download or read book Mathematics & Gender written by Elizabeth Fennema and published by . This book was released on 1993 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Teachers and the Gender Gaps in Student Achievement by : Thomas Sean Dee
Download or read book Teachers and the Gender Gaps in Student Achievement written by Thomas Sean Dee and published by . This book was released on 2005 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science"--National Bureau of Economic Research web site.
Book Synopsis The Effects of Teacher Gender on Mathematics Achievement of First-grade Students by : Werner Joseph Barnett
Download or read book The Effects of Teacher Gender on Mathematics Achievement of First-grade Students written by Werner Joseph Barnett and published by . This book was released on 1979 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the Study The purpose of the study was to determine whether there were significant statistical differences in achievement between first-grade students taught mathematics by male teachers as compared to first-grade students taught mathematics by female teachers. A substantive hypothesis was formed, which stated: "This writer hypothesizes that mean-gain scores are independent of teacher gender." Two null hypotheses were formed and tested: (1) Acquisition of mathematics concepts by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series; and (2) Acquisition of mathematics computation knowledge by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series. Six subhypotheses were formed for each null hypothesis. The sub-hypotheses dealt with all possible combinations of teacher-student groupings. Procedures A total of 206 first-grade students participated in the study. Four male first-grade teachers were found. Six female first-grade teachers were matched with the male first-grade teachers. A pre-test was administered to the students in October and early November. A posttest was administered to the same students in May. Differences in the results of these two tests were computed as mean-gain scores. The null hypotheses were tested by analysis of covariance. The sub-hypotheses had all possible t-tests applied to them. Findings The findings of this study indicated the need to reject null hypothesis number one and number two. The effect of teacher gender was statistically significant for these null hypotheses. Students taught by male teachers had significantly higher mean-gain scores than students taught by female teachers. The gender of the student was not significant. Five of the twelve sub-hypotheses also had to be rejected due to the effects of teacher gender. Recommendations In view of the findings of this study, the writer offers the follow ing recommendations to schools of teacher education, public schools, and other groups concerned with having a balance of male and female teachers throughout the range of grade levels and subject matter: 1. Dropping the barriers that may prevent either gender from teaching at any grade or subject area. 2. Exercising strict control over such variables as quality of teachers, enthusiasm for teaching, and views on testing needs and procedure, before attempting a study of the influence of teacher gender. 3. Researching further in other areas of the curriculum to see if there are differences due to teacher gender in these other areas. 4. Conducting needed long-range studies of the effect of teacher gender on primary-grade students. 5. Using a large population of subjects to do research in the area of both social and academic influence exerted by teacher gender. 6. Conducting studies of the effects of items on the survey to determine the importance of each as it relates to mathematics achievement.
Book Synopsis Gender Differences in Math Achievement, Students' Attitudes, and Teachers' Beliefs by : Madona Kamal Chartouny
Download or read book Gender Differences in Math Achievement, Students' Attitudes, and Teachers' Beliefs written by Madona Kamal Chartouny and published by . This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social and Self Processes Underlying Math and Science Achievement by : Heather Bouchey
Download or read book Social and Self Processes Underlying Math and Science Achievement written by Heather Bouchey and published by Jossey-Bass. This book was released on 2004 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: In general, America's students are not faring well in science and mathematics. The chapters in this volume employ novel conceptual and empirical approaches to investigate how social and individual factors interact to effect successful math and science achievement. Each of the chapters is solidly grounded in theory and provides new insight concerning the integration of student-level and contextual influences. Inclusion of youth from diverse socioeconomic and ethnic backgrounds is a salient feature of the volume. This is the 106th volume of the Jossey-Bass quarterly report series New Directions for Child and Adolescent Development.
Book Synopsis School Variability and Associated Factors in Within-school Gender Differences in Mathematics Performance by : Jung-eun Ellie Yun
Download or read book School Variability and Associated Factors in Within-school Gender Differences in Mathematics Performance written by Jung-eun Ellie Yun and published by . This book was released on 2019 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past few decades, education researchers have repeatedly found that male students outperform their female peers on standardized mathematics tests. The attention has turned to factors associated with this phenomenon, with student characteristics and social contexts being a prime focus. Less studied, however, is variability in the magnitude of gender differences in mathematics performance across schools and the impact that school environments might play in this gender difference. The current study seeks to: a) investigate whether differential gender performance exists in a large-scale mathematics assessment and to what extent gender differences vary across schools and b) identify school factors associated with school variability in the size of gender differences in mathematics performance. The current study uses data from the Trends in International Mathematics and Science Study (TIMSS) collected in 2015 from 8th graders and high performing 12th graders in the US. Hierarchical Linear Modeling (HLM) is the main statistical analysis framework for the study. In particular, this study uses a two-level HLM models with students as the level I model unit and schools or teachers as the level II model unit. The results indicate that for students in both 8th and 12th grades, males perform better than females. There was also substantial variability between schools in the size of the gender difference in mathematics performance. School-level HLM analyses indicate several predictors are associated with the within-school gender gap, such as the presence of a mathematics resource shortage, communication among teachers, teacher confidence, and teacher support of student participation. For high performing12th graders, whether teachers felt their school was safe and orderly was associated with the within-school gender gap in mathematics performance. Further analyses using a teacher-level HLM demonstrate that female teachers and teachers under age 30 are more likely to have classes with a wider gender gap in mathematics performance. In addition, and consistent with results from the school-level HLM, teachers who support student participation are more likely to have classes with a smaller gender gap in mathematics performance. Altogether, this study shows the complexity of the within-school gender gap in mathematics performance and suggests the need for future studies.
Book Synopsis Emerging from the Pandemic Tunnel with Faster Growth and Greater Equity: A Strategy for a New Social Compact in Latin America and the Caribbean by : Alejandro Izquierdo
Download or read book Emerging from the Pandemic Tunnel with Faster Growth and Greater Equity: A Strategy for a New Social Compact in Latin America and the Caribbean written by Alejandro Izquierdo and published by Inter-American Development Bank. This book was released on 2020-07-30 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the pandemic lasts, Latin America and the Caribbean (LAC) will go through a tunnel full of uncertainty. It is not known especially how long it is: how long until therapies or a vaccine emerge, or until best practices are known to control the pandemic to live with a virus of unknown lethality. This note describes policy options on how countries can expand their possibilities to meet the economic challenges of the crisis, with an emphasis on growth and equity. These options are based on the assumption that the fiscal situation of the region and its access to sovereign credit markets are much more restricted than in previous crises, which forces to think about policy reforms beyond fiscal ones to accelerate the Economic recovery. The options are ambitious, but the ambition meets the need. This document is part of a series of 3 IDB monographs on public policies in the context of COVID-19. The other documents can be consulted at the following links: Public Policy to Tackle COVID-19: Recommendations for Latin America and the Caribbean: https://publications.iadb.org/en/public-policy-to-tackle-covid-19-recommendations-for--latin-america-and-the-caribbean From Lockdown to Reopening: Strategic Considerations for the Resumption of Activities in Latin America and the Caribbean within the framework of Covid-19 https://publications.iadb.org/en/from-lockdown-to-reopening-strategic-considerations-for-the-resumption-of-activities-in-latin-america-and-the-caribbean-within-the-framework-of-covid-19
Book Synopsis Choosing to Compete by : Alison L. Booth
Download or read book Choosing to Compete written by Alison L. Booth and published by . This book was released on 2009 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Book Synopsis Gender in the Classroom by : David Sadker
Download or read book Gender in the Classroom written by David Sadker and published by Routledge. This book was released on 2016-08-23 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Whats missing from your teacher education program? According to research studies, one glaring omission is gender. Tomorrows teachers receive little instruction or training on the tremendous impact of gender in the classroom. Just how does gender influence teaching, the curriculum, and the lives of teachers and students in the classroom? This uniq
Book Synopsis PISA The ABC of Gender Equality in Education Aptitude, Behaviour, Confidence by : OECD
Download or read book PISA The ABC of Gender Equality in Education Aptitude, Behaviour, Confidence written by OECD and published by OECD Publishing. This book was released on 2015-03-05 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This fascinating compilation of the recent data on gender differences in education presents a wealth of data, analysed from a multitude of angles in a clear and lively way.
Book Synopsis Gender Differences in Aspirations and Attainment by : Ingrid Schoon
Download or read book Gender Differences in Aspirations and Attainment written by Ingrid Schoon and published by Cambridge University Press. This book was released on 2014-09-25 with total page 537 pages. Available in PDF, EPUB and Kindle. Book excerpt: A dynamic and contextualized account of the processes and mechanisms underlying gendered career decisions and attainment across the life course.
Book Synopsis Handbook of Research in Education Finance and Policy by : Helen F. Ladd
Download or read book Handbook of Research in Education Finance and Policy written by Helen F. Ladd and published by Routledge. This book was released on 2014-12-17 with total page 693 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Book Synopsis Transforming the Workforce for Children Birth Through Age 8 by : National Research Council
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
