The gender gap in science studies : cognitive style, not cognitive ability / (original) (raw)
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.
Eurasia journal of mathematics, science and technology education, 2022
Among the countries that participated in the trends in international mathematics and science study (TIMSS) 2019 for grade 8 science, Oman had the highest gender gap in favor of girls. The current study explores the gender gap in science achievement in Oman and relates it to students' varying perceptions of their own attitudes and capabilities. The sample in the study comprised 467 grade 9 students, 266 female and 201 male. The participants were given a TIMSS-like science test, along with four self-perception surveys; these explored metacognitive awareness, selfregulation (SR), science learning self-efficacy (SLSE), and attitudes to science (AS). The results indicated that student self-perceptions of SR, SLSE, and AS, were significantly related to the gender gap in students with higher-level science achievement. The results were different when looking at the gender gap in scores for lower-level questions; here, there was no relation to any of the four self-perception variables explored in the study.
Cultural Studies of Science Education, 2012
Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical ''female'' and ''male'' interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls' and boys' interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so-called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.
Gender gap in science education and research
The arena of science and scientific research has been remaining dominated by males since the time of its inception. Though the women fresh graduates have increased substantially in the streams like IT, medicine and pure science but when it comes to core engineering and science, campuses, research institutes and laboratories still remain predominantly a men's world.
In the past two decades, research has strongly suggested that males have a supremacy over females in the hard sciences. The controversy has spawned a surge regarding gender differences in science performance and school education. Recent studies have asserted that there are no gender differences. However, the question remains why hard sciences even today, despite the effort to increase their popularity among females, remain mainly male populated careers. Despite its importance and abundance, such research has predominantly focused on the USA and Western countries. The researchers feel the need to expand the effort to a less studied sample, such as Bulgarian teenagers. At local Sofia schools, a questionnaire probed 169 teenagers, from 14 to 18 years of age, for their opinions about their attitude towards science and their view of the teacher methods. The research found that female participants scored higher on the Student Attitude scale; thus they held a more positive attitude about science than their male classmates. Female teens were more likely to devote more time in science, complete their homework, have a higher interest in science classes and pursue a science related field of study. On the Science Teacher Methodology scale, female students also indicated more positive views than their male peers. This means that female students experience more interactive teaching styles and their curriculum includes visual aid models and teacher-rewarded student effort.
Gender Differences in Science Inference skill on Elementary School
Deleted Journal, 2023
The study aimed to investigate the differences between male and female students in inference skill. This is quantitative research with descriptive and inferential statistical approaches. The total 32 students comprised of 11 males, 13 females. Determination of the sample was done by random sampling. The whole sample was divided into two groups based on their gender. The data were collected through using multiple choice test and inference test. The findings of this research are described in our paper and seem to be encouraging. This research would suggest that there may be differences in cognitive processing between males and females that could potentially influence science learning. For example, research has examined spatial reasoning abilities, with some findings indicating that males may perform slightly better on certain spatial tasks. However, these differences are often small and can vary widely among individuals. In terms of inference and problem-solving, studies have suggested that males and females may approach scientific tasks differently. Some research has indicated that males might be more inclined toward deductive reasoning, while females might excel in inductive reasoning. However, these differences are not consistent across all tasks and individuals. The results from such a study cannot automatically be generalized to elementary students in real classes and to other subject matters.
Physical Review Special Topics - Physics Education Research, 2013
We review the literature on the gender gap on concept inventories in physics. Across studies of the most commonly used mechanics concept inventories, the Force Concept Inventory and Force and Motion Conceptual Evaluation, men's average pretest scores are always higher than women's, and in most cases men's posttest scores are higher as well. The weighted average gender difference on these tests is 13% for pretest scores, 12% for posttest scores, and 6% for normalized gain. This difference is much smaller than the average difference in normalized gain between traditional lecture and interactive engagement (25%), but it is large enough that it could impact the results of studies comparing the effectiveness of different teaching methods. There is sometimes a gender gap on commonly used electricity and magnetism concept inventories, the Brief Electricity and Magnetism Assessment and Conceptual Survey of Electricity and Magnetism, but it is usually much smaller and sometimes is zero or favors women. The weighted average gender difference on these tests is 3.7% for pretest scores, 8.5% for posttest scores, and 6% for normalized gain. There are far fewer studies of the gender gap on electricity and magnetism concept inventories and much more variation in the existing studies. Based on our analysis of 26 published articles comparing the impact of 30 factors that could potentially influence the gender gap, no single factor is sufficient to explain the gap. Several high-profile studies that have claimed to account for or reduce the gender gap have failed to be replicated in subsequent studies, suggesting that isolated claims of explanations of the gender gap should be interpreted with caution. For example, claims that the gender gap could be eliminated through interactive engagement teaching methods or through a ''values affirmation writing exercise'' were not supported by subsequent studies. Suggestions that the gender gap might be reduced by changing the wording of ''male-oriented'' questions or refraining from asking demographic questions before administering the test are not supported by the evidence. Other factors, such as gender differences in background preparation, scores on different kinds of assessment, and splits between how students respond to test questions when answering for themselves or for a ''scientist'' do contribute to a difference between male and female responses, but the size of these differences is smaller than the size of the overall gender gap, suggesting that the gender gap is most likely due to the combination of many small factors rather than any one factor that can easily be modified.
Gender and science in education
1991
Interest in gender and subject choice derives mainly from two concerns: equality between the sexes, which focuses on the need to avoid sexual discrimination in education; and the shortage of female representation in certain fields of higher education, particularly in scientific and technical areas. In the fields of science and mathematics education, these concerns have given rise to a body of research which goes back to the late 1960s and early 1970s. In the United States of America, the initial focus was on sex differences in performance but this soon widened to include the factor of differences in the choice of courses.' In Britain, similar research in the 1970s and early 1980s concentrated on the under-representation of girls in science education and possible causes for it. Results showed that in 1974 boys outnumbered girls in studying physics at Ordinary level 4:1, at CSE level 8:1, and in chemistry 2:1. However girls outnumbered boys 2:
Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses
CBE—Life Sciences Education, 2021
We investigated patterns of gender-based gaps in biology and chemistry through meta-analysis, reviewing data collected in 169 undergraduate biology courses. While we did not detect a significant gender gap in performance across all studies and unpublished data, we identified several factors that moderated performance differences.