Explaining the persisting mathematics test score gap between boys and girls.

Autor/in	Sprietsma, Maresa
Institution	Zentrum für Europäische Wirtschaftsforschung
Titel	Explaining the persisting mathematics test score gap between boys and girls.
Quelle	Mannheim: ZEW (2010), 17 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper. 10-101
Beigaben	Tabellen; Literaturangaben S. 15-16
Sprache	deutsch
Dokumenttyp	online; gedruckt; Monographie; Graue Literatur
Schlagwörter	Selbstbewusstsein; Geschlechtsspezifischer Unterschied; Sekundarbereich; Lehrer; Schüler; Schülerleistung; Motivation; Geschlecht; Mathematik; Mathematikunterricht; PISA (Programme for International Student Assessment); Deutschland
Abstract	This paper provides evidence on the sources of the persisting mathematics test score gap between boys and girls. In particular, the authors investigate the role of the share of female mathematics teachers in secondary school and of pupils' self-confidence and extrinsic motivation in mathematics. They find that the share of female mathematics teachers does not seem to affect differences in test scores between boys and girls. The number of books at home as well as the included psychological factors significantly reduce the gender test score gap. A remaining gap of 14% of a standard deviation in test scores is unexplained. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2