Gender Implications in Curriculum and Entrance Exam Grouping: Institutional Factors and Their Effects

Autor/inn/en	Hsaieh, Hsiao-Chin; Yang, Chia-Ling
Titel	Gender Implications in Curriculum and Entrance Exam Grouping: Institutional Factors and Their Effects
Quelle	In: Chinese Education and Society, 47 (2014) 4, S.32-45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.2753/CED1061-1932470404
Schlagwörter	College Entrance Examinations; Higher Education; Outcomes of Education; Institutional Characteristics; Gender Bias; Cluster Grouping; Educational History; Educational Development; Secondary School Curriculum; Mathematics Achievement; Competence; Gender Differences; Enrollment Rate; Student Participation; Secondary School Students; High School Graduates; Womens Education; Sex Fairness; Educational Policy; Educational Practices; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Geschlechterstereotyp; Eingruppierung; History of education; Bildungsgeschichte; Bildungsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kompetenz; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; 'Women''s education'; Frauenbildung; Sexualaufklärung; Politics of education; Bildungspolitik; Bildungspraxis; Ausland
Abstract	While access to higher education has reached gender parity in Taiwan, the phenomenon of gender segregation and stratification by fields of study and by division of labor persist. In this article, we trace the historical evolution of Taiwan's education system and data using large-scale educational databases to analyze the association of institutional factors and educational outcomes. Grouping in the college entrance examinations in the 1950s led to grouping in the high school curriculum, which, in turn, seems to have enlarged the mathematics performance gap between the natural sciences group and the social studies group, and extended to a performance gap between the two groups on the college entrance examination. Because men concentrate in science and engineering and women concentrate in humanities, the superiority of the former disciplines over the latter was consolidated along with the stereotype that male fields were better than female fields. (As Provided).
Anmerkungen	M.E. Sharpe Inc. 80 Business Park Drive, Armonk, NY 10504. Tel: 800-541-6563; Fax: 914-273-2106; e-mail: info@mesharpe.com; Web site: http://www.mesharpe.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10