Gender Gap in Maths Test Scores in South Korea and Hong Kong: Role of Family Background and Single-Sex Schooling

Autor/inn/en	Kim, Doo Hwan; Law, Helen
Titel	Gender Gap in Maths Test Scores in South Korea and Hong Kong: Role of Family Background and Single-Sex Schooling
Quelle	In: International Journal of Educational Development, 32 (2012) 1, S.92-103 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.02.009
Schlagwörter	Single Sex Schools; Females; Family Characteristics; Social Structure; Foreign Countries; Scores; Gender Differences; Achievement Gap; Family Influence; Gender Bias; Correlation; Social Influences; Cultural Influences; Mathematics Skills; Hong Kong; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Sozialstruktur; Ausland; Geschlechterkonflikt; Geschlechterstereotyp; Korrelation; Sozialer Einfluss; Cultural influence; Kultureinfluss; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hongkong; Korea; Republik
Abstract	In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls' disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls' school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls' schools in Hong Kong. We find that a gendered social structure prevalent in both societies. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10