The More Things Change, the More They Stay the Same? Prior Achievement Fails to Explain Gender Inequality in Entry into Stem College Majors over Time

Autor/inn/en	Riegle-Crumb, Catherine; King, Barbara; Grodsky, Eric; Muller, Chandra
Titel	The More Things Change, the More They Stay the Same? Prior Achievement Fails to Explain Gender Inequality in Entry into Stem College Majors over Time
Quelle	In: American Educational Research Journal, 49 (2012) 6, S.1048-1073 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211435229
Schlagwörter	Science Achievement; Majors (Students); Gender Differences; Prior Learning; STEM Education; College Graduates; Educational Indicators; High School Students; Mathematics Achievement; Equal Education; Longitudinal Studies; Grade Point Average + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Vorkenntnisse; STEM; Hochschulabsolvent; Hochschulabsolventin; Educational indicato; Bildungsindikator; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider differences across several indicators of high school math and science achievement at the mean and also at the top of the test distribution. Analyses also examine the different comparative advantages men and women enjoy in math/science versus English/reading. Regardless of how prior achievement is measured, very little of the strong and persistent gender gap in physical science and engineering majors over time is explained. Findings highlight the limitations of theories focusing on gender differences in skills and suggest directions for future research. (Contains 2 figures, 2 tables and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10