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Understanding And Bridging The Achievement Gender Gap To Engage The Feminine Math Potential
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Book Synopsis Understanding and Bridging the Achievement Gender Gap to Engage the Feminine Math Potential by :
Download or read book Understanding and Bridging the Achievement Gender Gap to Engage the Feminine Math Potential written by and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Women are underachieving in mathematics and are underrepresented in math-related fields. Research indicates three components to this discrepancy. Affective factors including mathematic anxiety prevent capable and well-studied young women from performing up to their capabilities. Social factors like implicit gender stereotypes and stereotype threat also enable the performance of girls to be compromised. Lastly, a deficit in spatial skills prevents girls from maximizing achievement in upper-level mathematic courses. These forces are global in nature and lead to a massive untapped resource. Fortunately, research points to solutions to these problems that can be implemented to bridge the mathematic gender gap and unleash the feminine mathematic potential."--leaf 4.
Book Synopsis Bridging the Mathematics Gender Gap by : Kofi Osei-Agyapong
Download or read book Bridging the Mathematics Gender Gap written by Kofi Osei-Agyapong and published by LAP Lambert Academic Publishing. This book was released on 2014-09-19 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the educational curriculum of countries the world over, Mathematics is a basic and compulsory subject in many courses of academic studies, from the formative years to the tertiary level. Some contend that the importance of attitude towards mathematics is its connection to achievement; McLeod (1992) found a low but significant correlation between these two factors - thus, more positive attitude may produce a higher level of achievement... There is a school of thought that society in general and girls in particular, consider mathematics as a male domain - that Mathematics is either too mechanical or too technical for girls. Girls are also considered as not being able to think or work scientifically (Agholor, 1993). The failure to make mathematics appealing and safe for ALL is turning the potential for social profit into grave deficit, the cost of which the average taxpayers will bear both financially and socially (Ogden and Germinario, 1988, p. xvii). This book investigates the attitudes of students towards the study of mathematics with the radar on women in particular to ascertain whether indeed their fewer numbers in mathematics is due to stereotyped attitudes and myths.
Book Synopsis Making Sense of Mathematics for Teaching Girls in Grades K-5 by : Thomasenia Lott Adams
Download or read book Making Sense of Mathematics for Teaching Girls in Grades K-5 written by Thomasenia Lott Adams and published by Solution Tree. This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Making Sense of Mathematics for Teaching Girls: Perceptions, Practices, and Priorities, the latest companion to the Making Sense of Mathematics for Teaching book, highlights the gender achievement gap in mathematics that is present in K-5 classrooms across the United States and uses research to offer readers practical steps to eliminate the inequity. Specifically, readers will examine how their, parents', and school and district leaderships' confidence as a learner of mathematics influences how girls view their ability to learn and retain mathematics knowledge. Authors Thomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs, and Samantha R. Neff offer recommendations to support the teaching and learning of mathematics for girls in the classroom, in the home, and across the district"--
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 Understanding Gender Gaps in Student Achievement and STEM Majors by : Lina Anaya Beltran
Download or read book Understanding Gender Gaps in Student Achievement and STEM Majors written by Lina Anaya Beltran and published by . This book was released on 2021 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing women's participation in Science, Technology, Engineering, and Mathematics (STEM) has become a policy goal for many countries. This dissertation focuses on the origin and measurement of gender gaps in student achievement and self-perceived ability, as well as their potential role in predicting college career choices in STEM. The first two chapters provide an international overview of gender achievement gaps and focus on issues around measurement using data from the Programme for International Student Assessment (PISA). These chapters study the role of student effort in predicting gender gaps in achievement and whether or not test structure, defined as question difficulty order, could be a potential moderator of the relationship between student effort and measured gender achievement gaps. The effort measures of chapters 1 and 2 are based on students' response time to test questions (i.e., rates-guessing rates in the test) and on the proportion of unanswered items (i.e., item non-response rates) from the post-test survey that students take during the PISA assessment. The findings emphasize the importance of accounting for differences in student effort to understand cross-country heterogeneity in performance and gender achievement gaps across and within nations. Although question difficulty order plays some role in shaping student effort, overall, the findings do not provide evidence that test structure could be a mechanism that explains the relationship between student effort and gender achievement gaps. Finally, the third chapter takes a further step in the analysis of gender achievement gaps by assessing how the interaction of gender gaps in math achievement, self-perceived math ability during childhood, and the parental occupation in STEM professions, could help explain the gender gaps in college majoring-decisions in STEM careers. Using longitudinal data from the U.S., the findings of this chapter suggest that all three factors are relevant predictors of majoring in science in college. However, the results indicate a loss in STEM enrollment by otherwise qualified young women. Concerning parental occupation, most of the positive effects of having a parent working in any STEM job seem to concentrate among females, which highlights the potential role that parental occupation could play in encouraging women's college majoring-decisions in certain STEM fields. Altogether, these chapters advance the current state of knowledge in three ways. First, by evaluating the challenges in measuring observed gender achievement gaps, derived from gender differences in student effort. Second, by assessing whether or not question difficulty order has differential effects by gender. Third, by studying the potential drivers behind gender gaps in STEM college majors, including the role that parental occupation in some STEM fields, could play in motivating women's participation in certain STEM careers.
Book Synopsis Where the Girls are by : Christianne Corbett
Download or read book Where the Girls are written by Christianne Corbett and published by . This book was released on 2008 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents a comprehensive look at girls' educational achievement during the past 35 years, paying special attention to the relationship between girls' and boys' progress. Analyses of results from national standardized tests, such as the National Assessment of Educational Progress (NAEP) and the SAT and ACT college entrance examinations, as well as other measures of educational achievement, provide an overall picture of trends in gender equity from elementary school to college and beyond. Differences among girls and among boys by race/ ethnicity and family income level are evaluated. Together these analyses support three overarching facts about gender equity in schools today: (1) Girls' successes don't come at boys' expense; (2) girls' and boys' educational performance has improved; and (3) understanding disparities by race/ethnicity and family income level is critical to understanding girls' and boys' achievement. The report finds that many girls as well as boys are not acquiring the educational skills needed to succeed in the 21st-century economy. The report dispels the myth of a boys' crisis and calls for a refocused public debate on the deep divisions among schoolchildren by race/ethnicity and family income level. This report illustrates that while educational trends for both girls and boys are generally positive, disparities by race/ethnicity and family income level exist and are critical to understanding the landscape of education in America today. Two appendixes include: (1) NAEP Supplementary Figures; and (2) SAT and ACT Supplementary Figures. (Contains 59 figures and 25 footnotes.) [Funding for this publication was provided by Lilo and Gerard Leeds and the Mooneen Lecce Giving Circle. For the Executive Summary, see ED501320.].
Book Synopsis Gender Disparities in U.S. Educational Achievement During Elementary and Middle School by : Erin Michelle Fahle
Download or read book Gender Disparities in U.S. Educational Achievement During Elementary and Middle School written by Erin Michelle Fahle and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I use two novel test score data sets to study disparities in gender achievement during elementary and middle school within nearly every U.S. school district. The first paper, coauthored with Sean F. Reardon, Demetra Kalogrides, Anne Podolsky, and Rosalía Zárate, provides estimates of male-female test score gaps in math and English Language Arts (ELA) for roughly 10,000 school districts using state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. We find that the average school district has no gender achievement gap in math, but a gap of roughly -0.23 standard deviations in ELA. Both math and ELA gender achievement gaps vary among school districts and are positively correlated -- some districts have more male-favoring gaps and some more female-favoring gaps relative to the average district. We further find that math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult socioeconomic status. These two variables explain about one fifth of the variation in the math gaps. However, they explain virtually none of the geographic variation in ELA gaps. In the second paper, I use longitudinal student test data provided by the Northwest Evaluation Association to understand how male-female achievement gaps in math and reading change from third through eighth grade. I find that, on average, male-female test score gaps widen in math and narrow in reading until fifth grade reflecting that male students gain ground relative to female peers. However, these trends reverse in favor of female students after fifth grade: nearly closing the math gap and widening the reading gap to its largest point. I also find evidence that grade trends vary among school districts. Similar to average gaps, growth in the gaps over grades varies in a gender-favoring pattern. Some districts have slightly male-favoring growth and others strongly female-favoring growth. I explore whether behavioral and socioeconomic covariates are associated with gap growth rates in school districts, but I find that they explain only ten percent of the between-district variation in gap growth. In the last paper, I use state accountability data to study the gender disproportionality of high achieving students within U.S. school districts -- those who score in the top ten percent of their state achievement distributions in math and ELA. I find that districts with high socioeconomic status and large proportions of adults working in business and science occupations tend to have large proportions of male and female high achievers in both math and ELA. These factors, along with racial composition, explain about fifty percent of the between-district variation in the overall proportions of high achieving male and female students served. On average the gender composition of the highest achieving students is stereotypical -- males are overrepresented among high achievers in math and females are overrepresented among high achievers in ELA within school districts. However, I also find that females tend to be less overrepresented in ELA in districts with higher proportions of adults in business and science occupations, as well as in districts with larger male-female disparities in business occupation rates. Taken together, these three papers show there is substantial variation in gender disparities among U.S. school districts. Moreover, they consistently show that local variation in both gaps and gap growth is gender-favoring, suggesting that researchers and policymakers need to focus on local, contextual factors that may provide one gender an academic advantage over the other during school years.
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 Dynamics of the Gender Gap in High Math Achievement by : Glenn Ellison
Download or read book Dynamics of the Gender Gap in High Math Achievement written by Glenn Ellison and published by . This book was released on 2018 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Solving the Equation written by and published by . This book was released on 2015 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book focuses on the underrepresentation of women in engineering and computing and provides practical ideas for educators and employers seeking to foster gender diversity. From new ways of conceptualizing the fields for beginning students to good management practices, the report recommends large and small actions that can add up to real change.
Book Synopsis The Knowledge Gap by : Natalie Wexler
Download or read book The Knowledge Gap written by Natalie Wexler and published by Penguin. This book was released on 2020-08-04 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Book Synopsis Towards an Equal Future: Reimagining Girls' Education Through STEM by :
Download or read book Towards an Equal Future: Reimagining Girls' Education Through STEM written by and published by . This book was released on 2020-10 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Rise of Women by : Thomas A. DiPrete
Download or read book The Rise of Women written by Thomas A. DiPrete and published by Russell Sage Foundation. This book was released on 2013-01-01 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the gender education gap? In The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools, Thomas DiPrete and Claudia Buchmann provide a detailed and accessible account of women’s educational advantage and suggest new strategies to improve schooling outcomes for both boys and girls. The Rise of Women opens with a masterful overview of the broader societal changes that accompanied the change in gender trends in higher education. The rise of egalitarian gender norms and a growing demand for college-educated workers allowed more women to enroll in colleges and universities nationwide. As this shift occurred, women quickly reversed the historical male advantage in education. By 2010, young women in their mid-twenties surpassed their male counterparts in earning college degrees by more than eight percentage points. The authors, however, reveal an important exception: While women have achieved parity in fields such as medicine and the law, they lag far behind men in engineering and physical science degrees. To explain these trends, The Rise of Women charts the performance of boys and girls over the course of their schooling. At each stage in the education process, they consider the gender-specific impact of factors such as families, schools, peers, race and class. Important differences emerge as early as kindergarten, where girls show higher levels of essential learning skills such as persistence and self-control. Girls also derive more intrinsic gratification from performing well on a day-to-day basis, a crucial advantage in the learning process. By contrast, boys must often navigate a conflict between their emerging masculine identity and a strong attachment to school. Families and peers play a crucial role at this juncture. The authors show the gender gap in educational attainment between children in the same families tends to be lower when the father is present and more highly educated. A strong academic climate, both among friends and at home, also tends to erode stereotypes that disconnect academic prowess and a healthy, masculine identity. Similarly, high schools with strong science curricula reduce the power of gender stereotypes concerning science and technology and encourage girls to major in scientific fields. As the value of a highly skilled workforce continues to grow, The Rise of Women argues that understanding the source and extent of the gender gap in higher education is essential to improving our schools and the economy. With its rigorous data and clear recommendations, this volume illuminates new ground for future education policies and research.
Book Synopsis Reassessing Gender and Achievement by : Becky Francis
Download or read book Reassessing Gender and Achievement written by Becky Francis and published by Routledge. This book was released on 2005-11-22 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new and topical book, written by editors of the international journal Gender and Education, and aimed at educational professionals, draws together the findings and arguments from the wealth of material available on gender and achievement.
Book Synopsis Scientific Teaching by : Jo Handelsman
Download or read book Scientific Teaching written by Jo Handelsman and published by Macmillan. This book was released on 2007 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
Download or read book Why So Few? written by Catherine Hill and published by Aauw Educational Foundation. This book was released on 2010 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In an era when women are increasingly prominent in medicine, law and business, why are there so few women scientists and engineers? A new research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers - including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities - that continue to block women's participation and progress in science, technology, engineering, and math. The report also includes up to date statistics on girls' and women's achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women."--pub. desc.
Book Synopsis Women of Color In STEM by : Beverly Irby
Download or read book Women of Color In STEM written by Beverly Irby and published by IAP. This book was released on 2021-03-01 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
