Sex‐related Differences in the Determinants and Process of Science and Mathematics Choice in Pre‐university Education

Langen, Annemarie van; Rekers-Mombarg, L.T.M.; Dekkers, H.P.J.M.

doi:10.1080/09500690500338920

Cited by 31 publications

(17 citation statements)

References 23 publications

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“…According to statistics, in Saudi Arabia the science discipline is well known to be a masculine one leaving out the arts discipline to female students (Corporate Planning and Policy Directorate, 2010). This is similar to other countries even those across Europe (van Langen, Rekers-Mombarg, & Dekkers, 2006). According to cultural norms, specific disciplines and careers are well known for males rather than females especially in fields of medicine and engineering.…”

Section: Context Of Stem Education In Saudi Arabiamentioning

confidence: 54%

Context of STEM Integration in Schools: Views from In-service Science Teachers

EL-Deghaidy

Mansour

Alzaghibi

et al. 2017

EURASIA J MATH SCI T

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This study explores science teachers' views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers' views on the contextual factors that facilitate and hinder such pedagogy in their schools. Qualitative methodologies were used through focus group discussions and an interview protocol. From the specific contextual issues that were highlighted in the findings, was teacher self-efficacy, pedagogical-knowledge, issues related to establishing a collaborative school culture and familiarity to STEM education among school administrators, students and parents. Findings expressed teachers' concerns of their underpreparedness to enact STEM practices and illustrated that engineering is the least mentioned discipline to be integrated with science. The study ends with recommendations that could lead to develop a professional development model to enact STEM education in schools based on valuing partnership with universities and industries as a necessary step for enacting a STEM integrated model.

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Section: Context Of Stem Education In Saudi Arabiamentioning

confidence: 54%

Context of STEM Integration in Schools: Views from In-service Science Teachers

EL-Deghaidy

Mansour

Alzaghibi

et al. 2017

EURASIA J MATH SCI T

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“…Bedard and Cho (2007) revealed a similar effect for gendered educational choice patterns, namely, that countries with highly differentiated education systems produce more gender inequality than countries with less differentiated systems (Bradley & Charles 2004;Charles, 2011;Van Elk, Van der Steeg, & Webbink, 2009Van Langen, 2007;Van Langen, Rekers-Mombarg, & Dekkers, 2006Wöβmann, 2009).…”

Section: Extent Of Differentiationmentioning

confidence: 87%

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Yazilitas¹,

Svensson

Vries³

et al. 2013

Educational Research and Evaluation

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This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature microlevel, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field.Keywords: gender; education; academic choice; mathematics; science and technology Introduction Female participation in higher tertiary education has increased rapidly over the past decades.1 Currently, about 56% of all students in the European Union are women, and this figure is still rising (Eurostat, 2010). Yet, this increase in female student participation does not apply to all academic fields. In mathematics, science, and technology (MST), where women have always been underrepresented, their participation rate has actually decreased over the last years, from 41% at the end of the 1990s, to 38% in 2010 (Eurostat, 2010). The relative decline of women in MST is generally regarded as undesirable as it contrasts with European ambitions of achieving gender equality and a highly skilled, innovative society (European

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“…Cohorts of schoolchildren that demonstrate valid representative sampling methods report negligible sex differences for either mean IQ scores (Deary, Thorpe, Wilson, Starr, & Whalley, 2003;Strand, Deary, & Smith, 2006) or g (Deary, Irwing, Der, & Bates, 2007;Deary, Strand, et al, 2007;Deary et al, 2003;Strand et al, 2006). If there is no gender effect on mean general cognitive ability, then differences in learning outcomes of boys and girls may more likely be driven by sexually dimorphic social influences, subject-choice (Van Langen, Rekers-Mombarg, & Dekkers, 2006), and/or psychological factors such as internalised belief systems (Spinath et al, 2006) and motivation (Spinath et al, 2008). Also, as we discuss next, it is possible that sex differences observed in specific cognitive domains may yet explain some of the different academic outcomes of boys and girls.…”

Section: Introductionmentioning

confidence: 98%