Complicated Gender Gaps in Mathematics Achievement: Elevated Stakes during Performance as One Explanation

Autor/inn/en	Lyons, Emily; Mesghina, Almaz; Richland, Lindsey E.
Titel	Complicated Gender Gaps in Mathematics Achievement: Elevated Stakes during Performance as One Explanation
Quelle	(2022), (39 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyons, Emily) ORCID (Richland, Lindsey E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gender Differences; Achievement Gap; Mathematics Achievement; Grades (Scholastic); Study Habits; Mathematics Tests; Competition; Performance Based Assessment; Stress Variables; Achievement Gains; Prior Learning; Cognitive Processes; Demography; Grade 5; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Wettkampf; Leistungsermittlung; Achievement gain; Leistungssteigerung; Vorkenntnisse; Cognitive process; Kognitiver Prozess; Demografie; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Gender gaps in mathematics achievement persist in many contexts and when visible, these gaps are paradoxical. Low-stakes measures of mathematics achievement such as grades and study behaviors favor girls, while gaps tend to reverse on assessments/ competitions. We explore whether different impacts of raising performance stakes could be one explanation. Study 1 experimentally manipulated the stakes by imposing a performance-contingent, social-evaluative pressure either: before instruction (n=66), before testing (n=61), or none (n =54). Pressure, particularly when experienced during instruction, reduced learning among girls. In contrast, boys trended towards enhanced learning under pressure. In the absence of pressure, girls exhibited strikingly larger gains in learning. Study 2 drew from a larger dataset (n = 386) to interrogate whether girls' superior learning in the no-pressure context might simply be an artifact of differences in prior knowledge, cognitive resources, or demographic variables, but the effect replicated and was not explained by these factors. [This paper was published in "Mind, Brain, and Education" 2022 (EJ1325735).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01