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1.
A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested.  相似文献   

2.

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.  相似文献   

3.
Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study.  相似文献   

4.

Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine.  相似文献   

5.
Gender differences in mathematics are well‐documented. This article reports the results of a longitudinal study on the development of mathematics achievement and choice behaviour of both boys and girls between 12 and 15 years of age in higher general secondary education. First of all, it is shown that there are differences in the development of mathematics achievement between schools. There are, however, no gender‐related differences between schools in these development patterns. The main issue is that differences in choice behaviour between boys and girls can only partially be explained by differences in mathematics achievement. It therefore seems worthwhile to assess the role of schools in this process. Results indicate that schools neither differ in gender differences in choice behaviour, nor in their potential to transform initial achievement differences between boys and girls into an inclination to choose mathematics as a final examination subject. In other words: differential school effects in terms of gender‐specific school effects could not be demonstrated.  相似文献   

6.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed.  相似文献   

7.

Over recent years the moral panic that has surrounded 'boys' underachievement' has tended to encourage crude and essentialist comparisons between allboys and allgirls and to eclipse the continuing and more profound effects on educational achievement exerted by social class and 'race'/ethnicity. While there are differences in educational achievement between working-class boys and girls, these differences are relatively minor when comparing the overall achievement levels of working-class children with those from higher, professional social class backgrounds. This article argues that a need exists therefore for researchers to fully contextualize the gender differences that exist in educational achievement within the overriding contexts provided by social class and 'race'/ethnicity. The article provides an example of how this can be done through a case study of 11-year-old children from a Catholic, working-class area in Belfast. The article shows how the children's general educational aspirations are significantly mediated by their experiences of the local area in which they live. However, the way in which the children come to experience and construct a sense of locality differs between the boys and girls and this, it is argued, helps to explain the more positive educational aspirations held by some of the girls compared with the boys. The article concludes by considering the relevance of locality for understanding its effects on educational aspirations among other working-class and/or minority ethnic communities.  相似文献   

8.
Abstract

An interest scale was used to compare secondary students expressing high social studies-low English interest versus low social studies- high English interest. Similar studies were conducted for social studies-math and social studies- science combinations. Statistical tests for differences between interest and I.Q., reading ability, grades, sex, and parent educational level indicated (1) boys express higher interest in social studies than in English, with girls the opposite; (2) girls express higher interest in social studies than in science, with boys the opposite; and (3) mothers of students expressing high social studies interest but low math interest have higher educational levels than do mothers of students expressing the opposite interests.  相似文献   

9.
Gender differences in mathematical achievement have been examined in a wide range of age groups but only a few studies addressed this issue in preschool children. We compared preschool girls (n?=?570) and boys (n?=?524) from Germany with regard to numerical competencies. Differences in overall group means and the frequency of representation at low, middle, or high levels of performance were explored for girls and boys. Analysis of overall group means revealed that boys showed a better performance than girls (d?=?.32). The analysis of frequencies showed differences in both tails but not in the middle of the distribution of numerical competencies. While boys were more often found at higher levels of performance, girls were found to be overrepresented in the low-ability end of the distribution. These findings demonstrate that gender differences in mathematical achievement can emerge before school entry and stress the importance of further research looking for gender divides in mathematical achievement in preschool children from different countries as well as possible underlying factors.  相似文献   

10.
Background: Horizontal gender inequalities appear to be rather stable, with girls more often choosing ‘female’ service professions, and boys choosing career paths related to science, technology, engineering or Mathematics.

Purpose: Non-egalitarian patriarchal gender-role orientations and gender associations (perceived femininity) of the school subjects German Language Arts and Mathematics are theorised – triangulating different theoretical backgrounds – and empirically analysed as a major predictor of gender-typical vocational aspirations, considering interest in these school subjects as a mediating factor. Furthermore, we focus on a patriarchal relation of father’s and mother’s workforce participation as a root of gender-role orientations, and teacher gender in regard to its impact on gendered images of subjects.

Sample: Empirical analyses are based on survey data from eighth-graders (around the ages of 14 and 15 at the time of data gathering) in the Swiss canton of Bern. The sample only encompasses children from two-parent families, as patriarchality in terms of differences in workforce participation between father and mother is taken into account.

Design and methods: The research issues are analysed employing structural equation models. The statistical package Mplus allows for an analysis of the two dependent dichotomous variables ‘gender-typical vocational aspiration’ and ‘gender-atypical vocational aspiration’. The hierarchic structure of the sample (school class clusters) is taken into account.

Results: Findings reveal different patterns for boys and girls; for boys, gender-typical (male) vocational aspiration could be explained to a small extent via gender-role orientations, interest in Mathematics and gender associations of school subjects; for girls, the factors under consideration could be empirically linked to ‘atypical vocational aspiration’. Teacher gender only has an impact among girls: if girls are taught by a female Mathematics teacher, they perceive the subject as a bit more female and show a higher interest in this subject. Their likelihood of having a gender-atypical vocational aspiration is a bit higher than among girls with a male Mathematics teacher who perceive the subject as a bit less female and, thus, show somewhat lower interest in this subject.

Conclusions: There are still links – although weak – between gender stereotypes and vocational aspirations. Gender-role orientations are rooted in the family. A sensitisation towards gender stereotypes and their impact on aspirations and career would appear to be meaningful in broadening the vocational perspectives of men and women.  相似文献   

11.
ABSTRACT

Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students’ perceptions of the classroom disciplinary climate and the association between classroom disciplinary climate and student learning. Using data from the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2012 for the Nordic countries, we found a significant association between the perceived classroom disciplinary climate of schools and students’ mathematics performance across countries. On the basis of an analysis of a pooled sample consisting of all 5 Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than for girls. Further analyses showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the classroom disciplinary climate of schools more positively than girls.  相似文献   

12.
Gender differences in educational outcomes are often reported. However, some evidence suggests that these differences are not consistent but vary with social background. In quantitative research, however, the interaction between gender and social background has been underinvestigated. The present study investigates whether the effect of gender on achievement is moderated by socio-economic status (SES). The sample consists of N = 3935 primary school-children in Berlin (6th grade). The results show that the effect of gender on achievement varies with SES, with a stronger correlation between the achievement of boys and their SES. Taken together, the results of the study suggest a differentiated consideration of the achievement of boys and girls and the importance of considering multiple group identities.  相似文献   

13.
Abstract

The reasons why girls avoid science subjects were studied by comparing three groups of girls and three groups of boys in the Norwegian secondary school who opted for physics, biology/chemistry and non‐science subjects, respectively. On the basis of documented data on their level of attainment in science subjects, and questionnaire data on confidence in science achievement, attitudes towards the sciences and job priorities, the “hard’ science girls proved to be more confident and laid more stress upon income and leadership than the other groups of girls. No differences between the groups’ attitudes towards science were found. The ‘hard’ science group of girls performed better than the boys in the science subjects and they stressed the importance of income in their future job as much as did the boys. These findings suggest that girls make rational educational choices based on their perception of their own aptitude for science and on their future occupational plans.  相似文献   

14.
Abstract

In previous research, participation in science studies in senior secondary school has been related to both background characteristics of students and to earlier achievements and interests. This paper reports an investigation of participation in combinations of subjects in senior secondary schools in Australia which embody different science orientations. It shows that different combinations of factors shape participation in physical science’ and ‘biological and other science’ types of course. Both are favoured by investigative interest but participation in a physical science course type is strongly associated with high levels of earlier school achievement in numeracy and gender whereas participation in a biological and other science course type is more strongly associated with social background and curriculum influences. In addition the paper suggests that the low participation by females in physical science courses should be interpreted in terms of an interactive influence of gender, earlier achievement and socio‐economic background.  相似文献   

15.
The junior middle school phase is one in which students first come into formal contact with science subjects and is a key period in the formation of their attitudes toward the sciences. Any setback in science studies in this period inevitably affects the students' studies in the senior middle school phase and even their future choice of specializations and the direction of their career development. Thus science education during the junior middle school phase is of the utmost importance for the students' growth. Studies by scholars abroad show that the great majority of girls have the same intelligence and ambitions as boys when they enter school, but by the time they graduate from junior and senior middle schools they have much less confidence in their abilities and their self-esteem has conspicuously declined. There is also a big difference between boys and girls in terms of their choice of advancement to higher schools, and a relatively small proportion of girls choose to take science courses in senior middle school. In terms of choice of vocations, most girls remain stuck in the narrow field of traditional occupations for females, such as nursing, health care, and secretarial work, and display a clear tendency toward job gender patternization. The rate of school dropouts and discontinued schooling is much higher among girls than boys.1 Studies by scholars in China show that stereotyped gender impressions among teachers leads to incorrect conduct in education and teaching. For instance, teachers believe that boys are more clever. They make different dispositions for girls' and boys' learning activities, and lavish more attention on boys. Such different feedback to learning information [sic] from boys and girls widens the difference between students of different genders.2  相似文献   

16.
ABSTRACT

This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected by negatively biased expectations and benefitted less from positive bias than boys’ achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics.  相似文献   

17.
This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.  相似文献   

18.
Educational gender gap research tends to focus on differences between boys' and girls' achievement. However, substantial variation exists within the sexes concerning this educational achievement. In this study, we investigate the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish seventh graders collected in the school year 2012–2013. To adequately consider masculinity and femininity on a micro level, we employ the concept of gender identity. Results show that considerable inter- and intrasexual differences exist. In line with the educational gender gap, girls scoring high on self-perceived femininity are at the top of the pack. Self-perceived masculine boys score considerably lower on academic self-efficacy; however, they still do much better than cross-gender boys and girls. The poor results of boys and girls who perceive themselves to be gender atypical are partly explained by the students' lower well-being. The results are discussed in light of masculinity and femininity.  相似文献   

19.
《Africa Education Review》2013,10(2):286-301
Abstract

Research shows that although most studies have explored the relationship between attitude and achievement in science only a few have been undertaken to reveal the nature of the relationship between affective variables and process outcomes in science. This study seeks to examine sex differences in attitude toward science among Northern Sotho speaking learners in South Africa. A random sample of 793 respondents (365 boys and 428 girls) in Grade 12 whose ages ranged from 17 to 24 years was selected from 27 schools out of 566 schools in Limpopo Province of South Africa. A questionnaire was administered to pupils during the Physical Science lessons and required almost 45 minutes to complete. The attitude scores of 365 boys and 428 girls were 3.2 (SD = 1.2) and 2.9 (SD = 1.3), respectively. A t-test indicated that the attitude score of boys was significantly higher than that of the girls (t 989 = 3.9, p<.01). Further, the correlation between sex and attitude towards science was .90 (p<.01). The coefficient of concomitance of .81 indicates that sex was associated with 81% of the variance in these attitudes. There is considerable evidence from the findings that males have more positive attitudes towards science than females.  相似文献   

20.
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