Educational Achievement and Sex Discrimination.

Autor/in	Mullis, Ina V. S.
Institution	Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Titel	Educational Achievement and Sex Discrimination.
Quelle	(1975), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age; Citizenship; Educational Assessment; Elementary Secondary Education; Mathematics; Nondiscriminatory Education; Performance Factors; Reading; Sciences; Sex Differences; Sex Discrimination; Social Sciences; Social Studies; Socialization; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Alter; Lebensalter; Staatsbürgerschaft; Education; assessment; Bewertungssystem; Mathematik; Leistungsindikator; Leseprozess; Lesen; Science; Wissenschaft; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Gemeinschaftskunde; Socialisation; Sozialisation
Abstract	In the past years the National Assessment of Educational Progress (NAEP) has released results from a variety of learning areas. The purpose of this paper is to point out male-female differences in achievement across several learning areas. Hopefully, the results discussed here will be used as a basis for examining the possible existence of social and curriculum biases in these areas. Female and male performance in social sciences, mathematics, and science are nearly equal at age nine, but very different by adulthood. For example, at age nine, both sexes do equally well on numerical operation, geometry, and measurement, while males have a substantial advantage by adulthood. Since females have been found to read and write better than males, skills prerequisite for academic achievement, the superiority of males in social sciences, math, and science needs further explanation. It is hypothesized that females do not excell in political areas because social studies classes make it clear that females have not been actively involved in their countries' political decisions. No explanation is offered for why females are less able than males to answer questions concerning the location of the Great Lakes, the source of government revenues, and the purpose of the European Common Market. It is concluded that as sex barriers are lifted, females will be given the opportunity to reach their full potential. (BJG) Primary type of information provided by report: Results (Sex).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC