Gender Differences in General Achievement in Mathematics: An International Study

Autor/inn/en	Ghasemi, Ehsan; Burley, Hansel; Safadel, Parviz
Titel	Gender Differences in General Achievement in Mathematics: An International Study
Quelle	In: New Waves-Educational Research and Development Journal, 22 (2019) 1, S.27-54 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1526-8659
Schlagwörter	Gender Differences; Mathematics Achievement; Elementary School Students; Middle School Students; Grade 4; Grade 8; Benchmarking; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Tests; Science Tests; Science Achievement; Bahrain; Iran; Jordan; South Korea; Kuwait; Morocco; Qatar; Saudi Arabia; United Arab Emirates; Turkey; Canada; Ireland; New Zealand; Norway; Slovenia; Sweden; Australia; Botswana; Chile; Taiwan (Taipei); Georgia Republic; Hong Kong; Hungary; Israel; Italy; Japan; Kazakhstan; Lebanon; Lithuania; Malaysia; Malta; Oman; Russia; Singapore; South Africa; Thailand; Egypt; United States; United Kingdom (England); Argentina; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Korea; Republik; Marokko; Katar; Saudi-Arabien; Vereinigte Arabische Emirate; Türkei; Kanada; Irland; Neuseeland; Norwegen; Slowenien; Schweden; Australien; Hongkong; Ungarn; Italien; Kasachstan; Libanon; Litauen; Russland; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Ägypten; USA; Argentinien
Abstract	Women's underrepresentation in mathematics-related careers continues to concern policymakers, economists, and educators. This study addressed the issue by examining data from two international databases, namely IEA's "Trends in International Mathematics and Science Study 2015," and the World Economic Forum's "Global Gender Gap Report 2017." Using country as the unit for our observations and meta-analysis techniques, the question of gender mathematics differences was investigated using standardized mean difference comparisons and variance ratios. Fourth- and eighth-grade girls and boys were also compared in terms of the number of students who reached the advanced international benchmark. The findings mostly supported previous findings in the related literature; no statistically significant large differences were observed comparing the performance of girls and boys in mathematics achievement and the number of high achievers. Moreover, boys were found to have more variability in mathematics achievement than girls. This finding further isolates the potential cause of women's underrepresentation in mathematics-related careers as policies driven by implicit and explicit cultural biases. (As Provided).
Anmerkungen	Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01