The gender gap in science studies : cognitive style, not cognitive ability / (original) (raw)
Related papers
School Science and Mathematics, 1999
The purpose of this study was to determine patterns of gender differences in science achievement offifth graders, taking into account the role of ethnicity, ability, response format, and strands of learning outcomes. The results indicated that the. gender differences in science achievement did not depend on ethnicity. However, response format, ability, and strands of learning outcomes had differential effects on student performance. In particular, at the high ability level hoys did better than girls on the openended format in physical sciences, hut there were no gender differences in nature of science, earth and space sciences, and life sciences. There were no gender differences in science achievement for the low and medium ability students. Regardless of gender, the largest achievement gaps be^veen the low, medium, and high ability students were on the open-ended format in physical sciences. Gender differences in science have received serious attention in the science education research for the last two decades. Boys and girls have been compared on variables such as achievement, attitude, motivation, interest, and performance behaviors (e.g., Eccles
African Journal of Educational Studies in Mathematics and Sciences, 2010
This study was carried out to further search for the true position of boys and girls in terms of participation and performance in science in classroom settings that are different from the conventional or traditional arrangement. The paper examined the differences in the logical reasoning, linguistic, reading as well as word-problem solving abilities of male and female science students which are considered important to effective learning of science. Forty science students consisting of 20 each of male and female groups were involved in the study. Each group was taught by four science teachers of the same sex for a period of six weeks. The teachers had uniform qualifications. In addition to the subject matter taught processes of science were emphasized throughout the lessons. The study showed that girls have higher achievement scores than boys in logical reasoning, linguistic, reading and word-problem solving abilities. The differences in the scores were also found to be significant at 0.05 confidence level. It was therefore concluded that the issue of gender influence on students' performance in science is not straight jacketed. Boys perform better than girls only in conventional classroom arrangements and in the overall science tasks but not in some tasks that are also very crucial to the learning of science.
The gender gap in science education
Reviews studies that address the gender gap in primary and secondary science classrooms concerning interest in the subject as well as academic performance. Suggests strategies to encourage female participation in science
The Science of Sex Differences in Science and Mathematics
Psychological Science in the Public Interest, 2007
Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writin...
Gender Gap in Science Education
International Journal of Curriculum Development and Learning Measurement
There has been a prolonged tendency of the gender gap in interest, participation, and achievement in science worldwide. This article explored the gender gap in achievement of science; revisited the possible causes of gender gap in interest, participation and achievement in science; and revisited the suggested remedy measures in a science classroom. The information for the study was collected through a survey of a variety of 48 written sources. The study revealed that there is a significant gender gap in achievement in science in secondary schools in Tanzania. The responsible factors include male-oriented curriculum materials, patterns of classroom interaction, teaching, and evaluation; parents and teachers' lower expectations for girls' achievement in science; and socialisation of girls into dependence, nurturance, and passivity. The recommended solutions include the promotion of gender-responsive curriculum and practice.
Gender Differences and Performance in Science
Science, 2005
ON 14 JAN., HARVARD UNIVERSITY PRESIDENT Lawrence Summers, speaking at a meeting of the National Bureau of Economic Research, suggested that since fewer girls than boys have top scores on science and math tests in high school, genetic, rather than social, differences may explain why so few women are successful in these fields ("Summers's comments draw attention to gender, racial gaps," News of the Week, A. Lawler, 28 Jan., p. 492). Wellaccepted, pathbreaking research on learning [for example, (1, 2)] shows that expectations heavily influence performance, particularly on tests. If society, institutions, teachers, and leaders like President Summers expect (overtly or subconsciously) that girls and women will not perform as well as boys and men, there is a good chance many will indeed not perform as CAROL B. MULLER,SALLY M. RIDE,
Men, Women, and Science: Why the Differences and What Should Be Done?
2018
It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM, including physics, mathematics, and computer science. The most common explanations for the gender gaps are discrimination and social norms, and the most common policy prescriptions are targeted at these ostensible causes. However, a great deal of evidence in the behavioral sciences suggests that discrimination and social norms are only part of the story. Other plausible contributors include relatively large mean sex differences in career and lifestyle preferences, and relatively small mean differences in cognitive aptitudes – some favoring males, others favoring females – which are associated with progressively larger differences the further above the mean one looks. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy debates, and is likely to improve women’s situation across the STEM fields.
Quantifying the Gender Gap in Science Interests
International Journal of Science and Mathematics Education, 2011
Nearly 5,000 self-generated science-related K-12 students' questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by the end of high school. Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science interests between different populations based on different data sources.