A Culture of (In)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

Autor/in	Wiseman, Alexander W.
Titel	A Culture of (In)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems
Quelle	In: Research in Comparative and International Education, 3 (2008) 2, S.179-201 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2008.3.2.179
Schlagwörter	International Education; Teacher Characteristics; Cross Cultural Studies; Gender Differences; Mathematics Achievement; Academic Achievement; Educational Trends; Trend Analysis; Advanced Courses; Enrollment; Classroom Communication; Scores; Sex Fairness; Access to Education; Equal Education; Single Sex Schools; Single Sex Classes; Foreign Countries; Standardized Tests + Suchen Sie Ihr Suchwort? Internationale Erziehung; Cultural comparison; Kulturvergleich; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Bildungsentwicklung; Trendanalyse; Fortgeschrittenenunterricht; Einschulung; Klassengespräch; Sexualaufklärung; Education; Access; Bildung; Zugang; Bildungszugang; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Single sex schools; Ausland; Standadised tests; Standardisierter Test
Abstract	Recent international education reports have highlighted some of the progress (as well as remaining disparity) in gendered education enrollment rates. But, the problem of gender segregation is still a very real issue even in some nations where girls are enrolled at levels on par with boys. Separate classes, curricula, and in many countries separate schools for boys and girls persist. This is juxtaposed against the opposite extreme that exists in some other countries' educational systems where girls are sometimes pushed into classes and advanced curricula for which they have not been adequately prepared. Using data from the most recent Trends in International Mathematics and Science Study (TIMSS) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), this article reports on gender parity across approximately 45 nations in access (measured by enrollment rates), performance (mathematics achievement scores), and opportunity (implemented curriculum, teacher characteristics, classroom interaction) among 13-year-old girls and boys. The results of this study suggest that while cross-national gender parity numerically exists in many of these 45 nations in access, performance, and opportunity, the implications for gender equality are less clear. Several theoretical propositions are posited to explain these cross-national trends in gender parity versus equality. (Contains 5 figures, 5 tables, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10