How gender differences in academic engagement relate to students’ gender identity

Kessels, Ursula; Heyder, Anke; Latsch, Martin; Hannover, Bettina

doi:10.1080/00131881.2014.898916

Cited by 138 publications

(88 citation statements)

References 34 publications

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“…Consistent with research on gender differences, showing that males are more confident than females in STEM related abilities (Kessels, Heyder, Latsch, & Hannover, 2014), our findings show that males (students and professors combined) perceived themselves as being more knowledgeable about ICTs than did females.…”

Section: Proficiency In the Use Of Technologysupporting

confidence: 80%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

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We explored s and compared students comp that worked w completed a c for them that n there were so books, blogs a did help with Both student Future researc between profe Keywords: i perspectives, p IntroductioInformation a ubiquitous an their use. Her their use of in do these work excellent in th Post-secondar in order to he (Hue & Ab J quality of te post-secondar resulted in nu information, a Professors TechnoloThere is an ex tion and C by Buchanan, Sainter and Saunders (2013), with a sample of 114 professors, found that the ten most frequently used technologies were: links to online library resources; online audio / video podcasts from other sources; formative online testing; online audio / video podcasts created by the professors themselves; discussion boards for class discussions; discussion boards for frequently asked questions; blogs with the goal of encouraging reflection on learning; Wikis; blogs for micropublishing; and online tests. An increase in the popularity of recorded lectures has also been noted (O'Callaghan, Neumann, Jones, & Creed, 2017).The popularity of social networks, such as Facebook and Twitter, in academe has increased. Yet, there is minimal empirical literature on faculty experiences with the educational use of social networks (Veletsianos & Kimmons, 2012). Among existing studies, Caldwell (2015) found that only 18% of professors used social network sites in their teaching, although almost 50% were willing to use these more extensively. Zakharov, Horton, Reid, Willis, and Attardo (2017) provided an explanation for the low frequency of social media use by exploring the experiences of 126 professors. They found that a variety of barriers exist to the use of social media in teaching: reliability, complexity, lack of support, inadequate professional development, time requirements, and legal issues. ProficiencyThe limited research on professor proficiency in teaching with technology shows that professors were more likely to use technology in their courses if they had a greater degree of confidence in their ability to use this (Howard & Mozejko, 2015). These researchers also found no significant differences between male and female professors in their level of confidence in their ability to use technology. Use of Personal Technology in ClassThere are no universally accepted guidelines that dictate the appropriate use of mobile technologies in class (Lindroth & Bergquist, 2010). This has resulted in a culture of uncertainty, in which neither professors nor students understand what constitutes the appropriate use of laptops and other mobile devices in class (Kay & Lauricella, 2011;Santos, Bocheco, & Habak, 2018).Some professors do not allow students to use their laptops and mobile technologies in class at all (Young, 2006). This has the potential to create conflict between professors and their students, since students indicated that being allowed to use their personal technologies in class was important (Alkahtani, Ahmad, Darmoul, Samman, Al-zabidi, & Matraf, 2016).Other professors choo...

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Section: Proficiency In the Use Of Technologysupporting

confidence: 80%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

View full text Add to dashboard Cite

show abstract

“…Second, our findings were obtained with students who were in elementary-schoolda time during which gender differences in standardized math achievement can be relatively small for the students from some countries (Cerda, P erez, & Ortega-Ruiz, 2014;Ee, Wong, & Aunio, 2006). There may be greater differences in motivation-related variables (including math self-concepts) emerging during the elementary-school years, which can channel male and female students into different pathways via gendered choices in educational and occupational domains (Ee et al, 2006;Kessels, Heyder, Latsch, & Hannover, 2014). In the current study, actual math achievement of Singaporean boys and girls was comparable, yet differences in students' math self-concepts were already detectable.…”

Section: Limitationsmentioning

confidence: 95%

Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

Cvencek

Kapur²,

Meltzoff

2015

Learning and Instruction

122

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a b s t r a c tSingaporean elementary-school students (N ¼ 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, mathegender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math ¼ me) were positively related to math achievement on a standardized test. Second, as expected, stronger mathegender stereotypes (math ¼ boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit mathegender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes.

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“…34,35 With the right program design, a mentoring program can, moreover, also draw on female peers. Same-age role models are particularly effective in changing the perception of STEM fields as unfeminine, 36 and peer support is particularly important for high-achieving girls' willingness to persist in STEM fields into college, 37 as networks of female peers help counteract the negative effects of gender bias. 38 Yet, highly effective mentoring requires more than adequate numbers of female mentors with successful careers in STEM and girls with STEM interests.…”

Section: Effectiveness Issue: E-mentoring As a Means Of Increasing Fementioning

confidence: 99%

A contextual perspective on talented female participants and their development in extracurricular STEM programs

Stoeger

Schirner

Laemmle

et al. 2016

Annals of the New York Academy of Sciences

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We advocate a more contextual perspective in giftedness research. In our view, doing so opens up three particularly interesting research areas, which we refer to as the participation issue, the effectiveness issue, and the interaction issue. To illustrate their utility, we examined characteristics of females participating in German high achiever-track secondary education who had applied for participation in a 1-year extracurricular e-mentoring program in science, technology, engineering, and mathematics (STEM) (n = 1237). Their characteristics were compared with male and female random-sample control groups. We assessed the effectiveness of the mentoring program by comparing the developmental trajectories of program participants with those of three control groups: applicants who were randomly chosen for later participation (waiting-list control group) and a female and a male control group. Finally, we examined whether differences in program effectiveness could be partially explained by characteristics of the interaction with the domain. Program applicants possessed more advantageous individual characteristics but, unexpectedly, less advantageous home and school environments than female and male members of the control groups. Program participation affected positive changes in certainty about career goals (independent of STEM) and in the number of STEM activities. The amount of STEM communication partially explained differences in program effectiveness.

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How gender differences in academic engagement relate to students’ gender identity

Cited by 138 publications

References 34 publications

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

A contextual perspective on talented female participants and their development in extracurricular STEM programs

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