A Cognitive Interpretation of the Marginality and Underrepresentation of Women in Science

Barhaim, Gabriel A.; Wilkes, John M.

doi:10.1080/00221546.1989.11775047

Cited by 20 publications

(1 citation statement)

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“…Concepts referring to these processes include learning styles, cognitive styles, approaches to studying or learning strategies. 2 Several research projects use these concepts to explain gender differences in study choices (Bar-Ha'fm andWilkes 1989, DippelhoferStiem 1989) or performance (Matthews 1991, Thompson andO'Brien 1991).…”

Section: Introductionmentioning

confidence: 99%

Gender differences in learning styles: A narrative review and quantitative meta-analysis

1994

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Gender differences in learning styles: a narrative review and a quantitative metaanalysis Severiens, S.E.; ten Dam, G.T.M. Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Abstract. This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.In addition to the narrative review, we performed a quantitative meta-analysis on two instruments (Kolb's Learning Style Inventory and Entwistle's Approaches to Studying Inventory) to determine the direction and magnitude of gender differences in various samples. A search for these two instruments resulted in 26 studies for which the necessary statistics were available. On Kolb's instrument, the results showed that men were more likely than women to prefer the abstract conceptualisation mode of learning. On Entwistle's ASIa difference was found on the affective components of approaches to studying.

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Section: Introductionmentioning

confidence: 99%