Gender Differences in Test Results

Stage, Christina

doi:10.1080/0031383880320301

Cited by 9 publications

(3 citation statements)

References 3 publications

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“…The Moa21-n Language Journal 80 (19%) and philosophy; males do better on economic and technological topics, politics, sports, and violence. These results are in line with results from research in other western countries, such as the U.S. (Doolittle & Welch, 1989;Green, 1987;McCall, 1989), Sweden (Stage, 1988;Wedman & Stage, 1983), and the U.K. (Gipps & Murphy, 1994). For instance, the lower scores of women since 1972 on the language part of the American Scholastic Aptitude Test (SAT) are mainly attributed to changes in the content of the test (Hyde & Linn, 1988;Lawrence, Curley, & MacHale, 1988;Rosser, 1987;United States Commission on Civil Rights, 1993).…”

Section: Sex Differences In School Achievementsupporting

confidence: 84%

Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge

Bügel¹,

Buunk²

1996

The Modern Language Journal

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The scores obtained by female students on the national foreign language examinations in the Netherlands have been slightly but consistently lower than those of male students. The present research among 2980 high school students tested the hypothesis that, owing to sex differences in prior knowledge and interests, the topic of a text is an important factor explaining these sex‐based differences. To measure prior knowledge, the students' reading and TV habits, academic subject choice, self‐reported knowledge, and interest concerning the text topics were assessed. A total of 11 different English reading passages—including 5 texts with a “male” topic, and 6 texts with a “female” topic—were selected. On all the male reading comprehension measures, and on five of the six female tests, significant differences were found in the expected direction. Moreover, these sex‐based differences appeared to be largely due to sex differences in reading habits. Although there was only an indirect relation between the students' reading preference and the text comprehension score on related topics, this study suggests that differences between the sexes in prior knowledge contribute to sex differences in foreign language reading comprehension.

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Section: Sex Differences In School Achievementsupporting

confidence: 84%

Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge

Bügel¹,

Buunk²

1996

The Modern Language Journal

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“…As our own society became more egalitarian, gender differences in spatial abilities have not shown consistent reductions (6). Additionally, societies promoting gender equality, such as Sweden (12), Norway (13), and traditional Kibbutzim in Israel, retain standard gender differences in spatial abilities (14) just like most societies studied (15). Moreover, whereas cross-cultural studies often find main effects of culture on spatial abilities, they rarely find interaction effects between culture and gender (15).…”

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confidence: 99%

Nurture affects gender differences in spatial abilities

Hoffman

Gneezy

List

2011

Proc. Natl. Acad. Sci. U.S.A.

118

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Women remain significantly underrepresented in the science, engineering, and technology workforce. Some have argued that spatial ability differences, which represent the most persistent gender differences in the cognitive literature, are partly responsible for this gap . The underlying forces at work shaping the observed spatial ability differences revolve naturally around the relative roles of nature and nurture. Although these forces remain among the most hotly debated in all of the sciences, the evidence for nurture is tenuous, because it is difficult to compare gender differences among biologically similar groups with distinct nurture. In this study, we use a large-scale incentivized experiment with nearly 1,300 participants to show that the gender gap in spatial abilities, measured by time to solve a puzzle, disappears when we move from a patrilineal society to an adjoining matrilineal society. We also show that about one-third of the effect can be explained by differences in education. Given that none of our participants have experience with puzzle solving and that villagers from both societies have the same means of subsistence and shared genetic background, we argue that these results show the role of nurture in the gender gap in cognitive abilities.

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“…The test was introduced in parallel to the 25:4 scheme as a selection instrument for non-traditional applicants: that is, applicants lacking the grades from upper secondary school that are generally used to secure eligibility. For example, the influence of gender and socioeconomic background on the SweSAT test results have been analysed (see, e.g., Stage, 1988Stage, , 1993Stage, , 2005. The influence is low for both variables but somewhat higher concerning gender: it works in favour of male test takers.…”

Section: Aim Of the Studymentioning

confidence: 99%

Basic Eligibility: Threshold or Fork in the Road to Higher Education?

Andersson

2013

Journal of Adult and Continuing Education

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Sweden has a two-step selection process for admission to higher education. Eligibility is assessed to ensure that the candidates have the ability to take the course/programme.Selections are made based in part on other measures. The focus here is eligibility, particularly the 25:4 scheme, a measure introduced to widen access to higher education in the 1970s but since abandoned. An age of 25 and 4 years of work experience were the main criteria of basic eligibility under this scheme. This exploratory study identifies the characteristics of 25:4 applicants and compares them to applicants with other types of eligibility and comparable groups in the population. What were the characteristics of 25:4 applicants? In what ways did they differ from other applicants and from the population in general? Results illustrate the scheme's influence, which was stronger on application patterns and weaker on the admission patterns of traditional and non-traditional applicants/students.

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Gender Differences in Test Results

Cited by 9 publications

References 3 publications

Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge

Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge

Nurture affects gender differences in spatial abilities

Basic Eligibility: Threshold or Fork in the Road to Higher Education?

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