Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

Autor/inn/en	Beekman, John A.; Ober, David
Titel	Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers
Quelle	In: School Science and Mathematics, 115 (2015) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12098
Schlagwörter	Mathematics Tests; Mathematics Achievement; Gender Differences; Trend Analysis; STEM Education; Public Schools; Private Schools; Metropolitan Areas; Low Achievement; Suburban Schools; High Achievement; Predictor Variables; Multiple Regression Analysis; Socioeconomic Influences; Socioeconomic Status; Ethnicity; Disproportionate Representation; Mathematics Skills; Mathematical Aptitude; Educational Opportunities; Educational Assessment; Educational Indicators; Elementary Secondary Education; Comparative Analysis; State Surveys; Indiana; Indiana Statewide Testing for Educational Progress; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Trendanalyse; STEM; Public school; Öffentliche Schule; Private school; Privatschule; Ballungsraum; Unterdurchschnittliche Leistung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Prädiktor; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Ethnizität; Mathematics ability; Bildungsangebot; Bildungschance; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap trends for (a) state public schools, (b) state nonpublic schools, (c) a low-performing metropolitan school, and (d) a high-performing suburban school. To control for changing sociocultural factors, multiregression analyses were conducted to predict grade-level (3-10) gender gaps and math scale scores using socioeconomic and ethnicity variables. The underrepresentation of females in earning advanced STEM degrees was investigated by determining the gender of the highest performer on the ISTEP math exams in grades 3-10 for each of state's 292 school corporations. Boys' percentages were higher across all grades by about a 2:1 ratio, similar to high-end results on Scholastic Aptitude Test (SAT) math exams. Simulations of distributions for d = 0.27 and variance ratio = 1.13 fitted 2013 college-bound SAT math empirical data. Results of the analyses of the state's ISTEP math exam data and the 2013 SAT math scores of college-bound seniors support the arguments that girls and young women possess the abilities to pursue STEM careers that require advanced mathematical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01