Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments

Autor/inn/en	Reilly, David; Neumann, David L.; Andrews, Glenda
Titel	Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments
Quelle	In: Journal of Educational Psychology, 107 (2015) 3, S.645-662 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000012
Schlagwörter	Gender Differences; Mathematics Achievement; Science Achievement; Meta Analysis; Standardized Tests; Effect Size; High Achievement; Disproportionate Representation; STEM Education; Equal Education; Thinking Skills; Biology; Environmental Influences; Social Influences; Social Theories; Grade 4; Grade 8; Grade 12; Age Differences; Statistical Analysis; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Meta-analysis; Metaanalyse; Standadised tests; Standardisierter Test; STEM; Denkfähigkeit; Biologie; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Gesellschaftstheorie; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Age; Difference; Age difference; Altersunterschied; Statistische Analyse
Abstract	Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine whether there were sex differences in mathematics and science achievement for students in the United States across the period 1990-2011. Results show that there were small but stable mean sex differences favoring males in mathematics and science across the past 2 decades, with an effect size of d = 0.10 and 0.13, respectively, for students in 12th grade. Furthermore, there were large sex differences in high achievers, with males being overrepresented by a factor of over 2:1 at the upper right of the ability distribution for both mathematics and science. Further efforts are called for to reach equity in mathematics and science educational outcomes for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01