Racial and Gender Science Achievement Gaps in Secondary Education

Bacharach, Verne R.; Baumeister, Alfred A.; Furr, R. Michael

doi:10.1080/00221320309597507

Cited by 56 publications

(40 citation statements)

References 17 publications

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“…This is not consistent with other results where racial disparities continue to increase throughout high school (Bacharach, Baumeister, and Furr 2003).…”

Section: Results Of the Estimation Of The Mimic Modelcontrasting

confidence: 55%

Education Capability: A Focus on Gender and Science

2015

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The focus of the paper is on the measurement of science education capability with a gender perspective.Measuring science education capability implies going beyond the measurement of children test scores. In the capability approach, we aim at the real opportunities that children can develop later in life and therefore it is important to include some measures of non-cognitive skills. We utilize, therefore, different indicators in addition to test scores in science: enjoyment in science, interest in science, general and personal values of science, self-confidence in performing science related tasks, awareness and perception of environmental issues, and responsibility for sustainable development.We utilize the 2006 PISA survey for Italian 15 year old children because it contains a particular focus on science and we estimate a Structural Equation Model to take into account that capabilities are latent constructs of which we only observe some indicators. We also investigate the determinants of children's science education capability in Italy taking into account household, individual and school factors.Results confirm that boys outperform girls in science education capability. Our theoretical construct for the science education capability confirms that all the indicators are relevant to measure this capability. School activities to promote sciences improve girls' capability and interactive methods of teaching improve both girls and boys capability. The household educational resources and the household educational possession are also positively correlated with girls' and boys' science education capability.

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“…This is not consistent with other results where racial disparities continue to increase throughout high school (Bacharach, Baumeister, and Furr 2003).…”

Section: Results Of the Estimation Of The Mimic Modelcontrasting

confidence: 55%

Education Capability: A Focus on Gender and Science

2015

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“…A wealth of research on gender differences in science achievement has found that boys tend to have higher science achievement. Bacharach, Baumeister, and Furr (2003) examined data from the NELS for students beginning in eighth grade and found significant science achievement gaps between boys and girls that continued to grow during high school; this study simultaneously examined ethnicity. Mau and Lynn (2000) examined NELS data for 10th-and 12th-grade students controlling only for hours spent on homework and found that males consistently scored higher than females in mathematics and science, whereas females scored higher in reading.…”

Section: Student Background Factors Influencing Science Achievementmentioning

confidence: 99%

Student and school predictors of high‐stakes assessment in science

et al. 2010

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This study examined both student and school predictors of science achievement as measured by a high-stakes state test. The study involved 23,854 fifth-grade students from 198 elementary schools in a large urban school district with a diverse student population. Multilevel modeling was conducted to examine both student and school predictors simultaneously. The study examined three sets of variables: (a) student characteristics, (b) the impact of reading and mathematics achievement on science achievement with English language learners, and (c) school characteristics. The results add new insights to the existing literature while also confirming the known results. The study contributes to the literature by addressing a high-stakes science test (compared to national and international databases), using diverse student groups including English language learners in urban settings, examining elementary school science (compared to middle and high school science), and using a multilevel framework (compared to a single predictor).

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“…There appears to be a consensus within the literature of racial/ethnic differences in students' science performance (see also Bacharack, Baumeister, & Furr, 2003;Ikpa, 2003;Von Secker, 2004). The literature also shows a relationship between racial/ethnic origin and SES.…”

Section: Previous Research Conducted On Factors Related To Science Pementioning

confidence: 99%

“…A similar result was obtained in a secondary analysis of the Cypriot TIMSS 1995 data conducted by Papanastasiou and Zembylas (2002). Finally, the literature suggests that gender influences science achievement, with boys generally performing better than girls in this subject (Bacharack et al, 2003;Dimitrov, 1999;Martin, Mullis, Gonzales, et al, 2000;Von Secker, 2004).…”

Section: Previous Research Conducted On Factors Related To Science Pementioning

confidence: 99%

The gap between advantaged and disadvantaged students in science achievement in South African secondary schools

Howie

Scherman

Venter

2008

Educational Research and Evaluation

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South Africa's education system is still deep in the throes of reform under its third Minister of Education since 1994. Poor communities, in particular those of rural Africans, bear the brunt of the past inequalities. The challenge was to explore the extent of the ''gap'' in students' scores by comparing the advantaged and disadvantaged communities in this context. The TIMSS-Repeat 1999 data were explored and 3 categories of students were ultimately identified: advantaged, semi-advantaged, and disadvantaged groups. Partial least squares analysis was applied to explore the science performance but very few factors were found that consistently predicted performance across and within these groups. However, one dominant factor emerged in these models and that was the students' performance in the locally developed English test that provided a measure of students' proficiency in English, the language in which more than 70% of the students wrote the science tests. Students who had a higher score on the English test also performed better in the science test, despite their backgrounds.

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Racial and Gender Science Achievement Gaps in Secondary Education

Cited by 56 publications

References 17 publications

Education Capability: A Focus on Gender and Science

Education Capability: A Focus on Gender and Science

Student and school predictors of high‐stakes assessment in science

The gap between advantaged and disadvantaged students in science achievement in South African secondary schools

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