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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
"Hidden Currents In The STEM Pipeline: Insights From The Dyschronous Life Episodes Of A Minority Female STEM Teacher" ABSTRACT: In this article, I use the idea of dyschrony to describe the multiple disjunctures experienced in a Hispanic woman’s life as she struggled to gain full membership in the STEM (science, technology, engineering, and mathematics) com- munity. Despite having earned a doctoral degree in chemistry and a teaching position in a STEM school, she was cognizant of how gender and race had marginalized her and her minority fe- male students, making them feel like border members of the STEM community. She had formed a solidarity group within the STEM school. As I apply the construct of dyschrony to analyze the in-depth interviews with the teacher, I illuminate tensions in the STEM pipeline and suggest that one should be critical about the promise of social mobility. The forming of solidarity groups may contribute to positive experiences of minority girls in STEM schools. Dyschrony may be used as a helpful analytic construct to unpack the forces contributing to minority women’s struggles in STEM fields and understand why they might leave.223_Teo_2014.pdf
A new analysis of test-taking data finds that in Mississippi and Montana, no female, African American, or Hispanic students took the Advanced Placement exam in computer science.... January 10, 2014View External Website
Partnering Through Science: Developing Linguistic Insight To Address Educational Inequality For Culturally And Linguistically Diverse Students In U.S. STEM Education ABSTRACT: Linguists must build and strengthen research partnerships with science, technology, engineering, and mathematics (STEM) educators to further investigate linguistic and cultural diversity and academic inequality in STEM education in the U.S. We review key issues and themes from literature on the role of language in U.S. STEM education and the linguistic and ideological roots of barriers to STEM achievement for culturally and linguistically diverse students. We assess ways that linguists have engaged with educators and teachers, learning from humanities- and social science-based partnerships and adapting them to STEM contexts. We then examine specific and significant challenges that culturally and linguistically diverse student populations in STEM areas often face, with a focus on structural, sociocultural, and ideological barriers. Finally, we advocate for forging partnerships with STEM educators that establish a well-defined rationale for collaboration across linguistics and STEM, yielding basic and applied research benefits.221_Mallinson_and_Hudley_2014.pdf
A big reason America is falling behind other countries in science and math is that we have effectively written off a huge chunk of our population as uninterested in those fields or incapable of succeeding in them. View External Website
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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
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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