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Girls RISE Resources Directory

The Girls RISEnet resource catalog is a dynamic listing of crowd-sourced research and resources on engaging girls in engineering. Registered members of girlsrisenet.org can contribute resources through the "My Account" link above. If you are not a member of the site, please contact us to submit or suggest an addition.

2014 | By: Daniel Voyer and Susan D. Voyer

Gender Differences In Scholastic Achievement: A Meta-Analysis

A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests. However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining studies that included an evaluation of gender differences in teacher-assigned school marks in elementary, junior/middle, or high school or at the university level (both undergraduate and graduate). The final analysis was based on 502 effect sizes drawn from 369 samples. A multilevel approach to meta-analysis was used to handle the presence of nonindependent effect sizes in the overall sample. This method was complemented with an examination of results in separate subject matters with a mixed-effects metaanalytic model. A small but significant female advantage (mean d  0.225, 95% CI [0.201, 0.249]) was demonstrated for the overall sample of effect sizes. Noteworthy findings were that the female advantage was largest for language courses (mean d  0.374, 95% CI [0.316, 0.432]) and smallest for math courses (mean d  0.069, 95% CI [0.014, 0.124]). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent “boy crisis” in school achievement. The present meta-analysis demonstrated the presence of a stable female advantage in school marks while also identifying critical moderators. Implications for future educational and psychological research are discussed. Voyer, D., & Voyer, S. D. (2014, April 28). Gender Differences in Scholastic Achievement: A Meta-Analysis. Psychological Bulletin. Advance online publication. http://dx.doi.org/10.1037/a0036620235_Gender_Trends_in_Math_Science.pdf


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: women, diversity, minorities, student assessment, research/report/data

2013 | By: Michael Price

Plodding Progress for Women, Minorities in Science

The report, which takes its data primarily from surveys conducted by the National Center for Science and Engineering Statistics and is mandated by the 1980 Science and Engineering Equal Opportunities Act, reports no startling jumps or dips in participation in science and engineering by underrepresented minority (URM) groups, but it does show that URMs are slowly—in some cases very slowly—catching up with their white peers, except for in a couple of fields.View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: women, diversity, minorities, careers/workforce, research/report/data

2011 | By: various authors

Research2Practice

Research2Practice is a free web resource containing summaries of recent peer-reviewed science education research. Since launching in June, the site has added dozens of new briefs as well as synthesis papers on identity and learning as well as on science education and cultural diversity. You can log on for free, browse, search, and save briefs that are relevant to your work. The research represents a broad spectrum of studies in both formal and informal settings. The site is funded by the National Science Foundation, and developed by researchers at the Exploratorium, King's College London, and the University of Washington. View External Website


Region: N South Atlantic

Contributor: Cheryl Lani Juarez

Tags: Science, Informal Learning-Education, Research-Reports, Diversity, Instructional Strategies, Video

2010 | By: National Science Foundation

Women, Minorities, and Persons with Disabilities in Science and Engineering

Women, Minorities, and Persons with Disabilities in Science and Engineering is a report that provides information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Information on the site is organized by topic and group. Links to additional data sources and reports are provided.

This site is updated as new information becomes available. Tables and figures in the report are current as of the date shown. An update of the formal report is issued every two years.

View External Website


Region: N South Atlantic

Contributor: Laura Huerta Migus

Tags: Minorities, Diversity, Statistics, Research-Report

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Science Central's Ms. Tech Camp

With support from a Girls RISEnet Minigrant, Science Central, a hands-on science center in northeast Indiana, partnered with the Boys and Girls Club of Fort Wayne and the Fort Wayne Urban League, as well as the general public, to host our first ...Read More

Privacy Policy | The Girls RISE (Raising Interest in Science and Engineering) National Museum Network is funded by Grant No. HRD-0937245 from the National Science Foundation (NSF), Human Resource Development, Research on Gender in Science and Engineering Extension Services (GSE/EXT) Program. Project collaborators include the Patricia and Phillip Frost Museum of Science, the Association of Science-Technology Centers (ASTC) and SECME, Inc. The project seeks to increase the capacity of science centers and museums to interest girls from underrepresented populations in the engineering sciences