Patterns of Mental Abilities: Ethnic, Socioeconomic, and Sex Differences

Backman, Margaret E.

doi:10.2307/1162046

Cited by 29 publications

(39 citation statements)

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“…For these reasons, in this experiment we used a different gender stereotype to stigmatize men instead of women-that is, the stereotype that males are worse at verbal capability than females (Backman, 1972;Broverman et al, 1972). Thus, by operationalizing the verbal-gender stereotype as a negative in-group stereotype among men, we predicted that men would be more likely to claim the validity of the verbal-gender stereotype when they anticipate a difficult (vs. easy) version of a verbal task.…”

Section: Methodsmentioning

confidence: 99%

Claiming the Validity of Negative In-group Stereotypes When Foreseeing a Challenge: A Self-handicapping Account

2012

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Section: Methodsmentioning

confidence: 99%

Claiming the Validity of Negative In-group Stereotypes When Foreseeing a Challenge: A Self-handicapping Account

2012

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“…In studies conducted throughout the 1970s and 1980s, researchers found that gender differences on mathematics tests are fairly consistent beginning in ninth grade and almost always favored boys (e.g., Backman, 1972;Benbow & Stanley, 1980deWolf, 1981;Fennema & Carpenter, 1981;Fennema & Sherman, 1977;Hanna & Sonnenschein, 1985;Pallas & Alexander, 1983;Pattison & Grieve, 1984).…”

Section: Previous Investigations Of Gender Difmentioning

confidence: 99%

Gender DIF in Reading and Mathematics Tests With Mixed Item Formats

Taylor

Lee

2012

Applied Measurement in Education

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This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure. The Rasch procedure flagged more items for DIF than did the simultaneous item bias procedure-particularly multiple-choice items. For both reading and mathematics tests, multiple-choice items generally favored males while constructed-response items generally favored females. Content analyses showed that flagged reading items typically measured text interpretations or implied meanings; males tended to benefit from items that asked them to identify reasonable interpretations and analyses of informational text. Most items that favored females asked students to make their own interpretations and analyses, of both literary and informational text, supported by text-based evidence. Content analysis of mathematics items showed that items favoring males measured geometry, probability, and algebra. Mathematics items favoring females measured statistical interpretations, multistep problem solving, and mathematical reasoning.Differential item functioning (DIF) analyses are a routine part of large-scale assessment programs. The goal of these studies is to ensure that test items do not unfairly assist or impair individual students' performances because of their race, ethnicity, or gender. In addition, items identified during bias and sensitivity reviews are not necessarily the ones flagged with statistical methods (Englehard,

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“…On these measures females exceeded males by two standard deviations on the English factor and over one standard deviation on the memory factor. Males exceeded females by almost two standard deviations on the mathematics factor and over one standard deviation on the spatial factor (Backman, 1972;Lohnes, 1966). These are extremely large differences that deserve further investigation.…”

Section: Sex Differencesmentioning

confidence: 99%

Policy Implications of the IQ Controversy

Nichols¹

1978

Review of Research in Education

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Patterns of Mental Abilities: Ethnic, Socioeconomic, and Sex Differences

Cited by 29 publications

References 0 publications

Claiming the Validity of Negative In-group Stereotypes When Foreseeing a Challenge: A Self-handicapping Account

Claiming the Validity of Negative In-group Stereotypes When Foreseeing a Challenge: A Self-handicapping Account

Gender DIF in Reading and Mathematics Tests With Mixed Item Formats

Policy Implications of the IQ Controversy

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