Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Wang, Ming Te; Degol, Jessica L.

doi:10.1007/s10648-015-9355-x

Cited by 673 publications

(605 citation statements)

References 112 publications

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“…Instead, it has plateaued at the same level (Ceci et al, 2014;Reilly et al, 2015;Wang, Degol, 2016). For example the average effect size (d) for national performance data in National Assessment of Educational Progress mathematics (almost 2 million students) is 0.10 (i.e., sex differences are minimal).…”

Section: Sex Differences In Mathematical Achievement Measuresmentioning

confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society.The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept.The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs) and singletons (n = 2,227) attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010-2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ) twin pairs.The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math scores. Boys were more variable and there were more Sex differences in mathematical achievement: Grades, national test, boys at the right tail of the distribution. Girls with a positive math self-concept did better than boys on math tests. In groups of opposite-sex DZ twins, differences between the USE math scores of girls and boys were not significant.The results obtained are presumed to correspond more closely to assumptions about the roles of non-cognitive factors of variation in mathematical ability than the mathematical ability theory.

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Section: Sex Differences In Mathematical Achievement Measuresmentioning

confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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“…In terms of gender, previous studies have addressed female students' motivation for STEM careers, since females are generally underrepresented in STEM fields (Halpern et al, 2007;Wang & Degol, 2017). Especially, it has been found that female students have significantly worse self-concepts or less interest in learning STEM subjects than male students (Lofgran, Smith, & Whiting, 2015;Meece, Glienke, & Burg, 2006).…”

Section: Introductionmentioning

confidence: 99%

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Sein

Rachmatullah

Roshayanti

et al. 2018

Int J Educ Vocat Guidance

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The purpose of this study was to understand the career motivation of secondary students in science, technology, engineering, and mathematics (STEM) by comparing Korean and Indonesian students. Effects of gender and educational level on students' STEM career motivation were also examined. To test for differences, we used Rasch analysis, 3-way ANOVA, correlation analysis, and multiple group path analysis. STEM career motivation was found to be significantly affected by interactions between country, gender, and educational level. Overall, Indonesian students had more STEM career motivation than Korean students. Korean students showed larger gender differences in STEM career motivation than Indonesian students. Resumen. Motivación de los estudiantes de secundaria para la carrera en STEM: Estudio transcultural entre Corea e Indonesia. El propósito de este estudio fue entender la motivación de los estudiantes de secundaria para la carrera en Ciencias, Tecnología, Ingeniería y Matemáticas (STEM) comparando estudiantes de Corea e Indonesia. También se examinaron los efectos de género y nivel educativo sobre la motivación de los estudiantes para la carrera en STEM. Para probar las diferencias se usó el análisis Rasch, el 3 vias ANOVA, el análisis correlacional y el análisis de ruta en grupo múltiple. La motivación para la carrera en STEM se encontró significativamente afectada por las interacciones entre país, género y nivel educativo. En general, los estudiantes indonesios tenían más motivación para la carrera en STEM que los estudiantes coreanos. Los estudiantes coreanos mostraron mayores diferencias de género en las motivaciones para la carrera en STEM que los estudiantes indonesios. Résumé

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“…STEM departments in universities can also inspire and support female students by creating stronger STEM networks that can provided intergenerational peer support. Ideally, this process would introduce girls to STEM role models in elementary school to foster positive female attitudes towards STEM as early as possible (Wang and Degol, 2017).…”

Section: Discussionmentioning

confidence: 99%

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

et al. 2018

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For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, selfefficacy, and motivation to explain students' academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

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Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Cited by 673 publications

References 112 publications

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

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