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
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
2014 | By: Tang Wee Teo
"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
2014 | By: Liana Heitin
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
2014 | By: Christine Mallinson and Anne H. Charity Hudley
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
2014 | By: The Editorial Board
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