RELATIONSHIP BETWEEN GENDER AND MATH AND SCIENCE ACHIEVEMENT.   Term Paper ID:30823 Click to get this paper

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Paper Abstract: Contends the relationship remains unclear. Differences between math and science levels for males and females as not consistent across age groups. Cites factors for males performing better than females in math and science. Disadvantage of females in traditional "masculine" subjects. Effect of early experiences of students. Ethnic and gender issues. Paper Introduction: The Relationship Between Gender and Math/Science Achievement Introduction Public schools have shifted to a racial and linguistic composition that includes Hispanics and other ethnic populations. Many students are English language learners and many have low socioeconomic status. It remains unclear how to best assist this group of students with mathematics and science learning, since findings related to gender and ethnicity and these subjects are inconclusive. Problem Previous research findings showed that fourth-grade males had higher average mathematics achievement scores than fourth-grade females, however for grades eight and twelve, male and female scores were not significantly different; males and fe Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. It is therefore recommended that public schools effort toensure that all students, including females and minorities, be encouragedto participate in science and mathematics activities, and that they beprovided ample opportunities in these areas. Studies have theorized that gender differences related topreferences for mathematics and science, which may or may not be affectedby ethnicity or current ethnic diversity in public schools, may beaffecting these achievement scores. Recommended Action Since the relationship between gender and mathematics and scienceachievement levels remains unclear, but in some instances, males have beenshown to perform better in these areas, all possibly associated factorsmust be considered. This tendency is not related to ability. Do teachers' race, gender, and ethnicity matter? Creating gender equality. More than ability: Gender and personal relationships influence science and technology involvement. Alternatively, other studies haveshown that White females may be more likely to enroll in high-abilitymathematics classes, compared to males. These findings arecontrary to the theory that sexist attitudes or cultural identity may leadto negative female attitudes and ability toward mathematics.Question 3 Is there a difference between mathematics and science achievementlevels for males and females? Alongitudinal survey of 32 male and female students showed that issues suchas identity were linked to these career choices, with female studentsresponding more to past emotional experiences with these subjects and malestudents being more driven by internal needs (Lee, 2 2). P., & Jones, D. It is theorized that interests andachievements may differ for older students due to career choices andattitudes toward academic subjects. Gender differences in young adolescents' mathematics and science achievement. Findings also showed thatgirls enrolled more in high-ability classes, compared to boys, and thesedifferences were fairly consistent among racial-ethnic groups (althoughmore Whites were found in high-ability classes and more African-Americanand Latino students were found in low-ability classes). Thus, it may be overall level of abilityrather than ethnicity or gender that affects findings, and the effects ofethnicity remain unclear. It is therefore important toestablish and understand relationships between factors such as gender,ethnicity, and mathematics and science achievement scores.Questions 1. J. Is there a difference between mathematics and science achievement levels for males and females? These values may be further influencedby the ethnicity of the teacher (Ehrenberg, Goldhaber, and Brewer, 1995). School Science and Mathematics, 99(8), 445-45 .Ehrenberg, R. (1998). Social Psychology Quarterly, 61(3), 199-219.Manning, M. Catsambis analyzed data from the National Educational LongitudinalStudy of 1988 in an attempt to understand these inconsistent findings.Results showed that scores were similar for male and female eighth gradersin mathematics, and differences in mathematics achievements occurred amongracial-ethnic groups rather than between gender. Childhood Education, 74(3), 168-171. The path to math: Gender and racial-ethnic differences in mathematics participation from middle school to high school. (1999). Alternatively, it has also been shown that ethnicity does not alwaysaffect gender differences in science achievement. Cross national Gender Stratification and mathematical performance. P. Which kids can become scientists: Effects of gender, self-concepts, and perceptions of scientists. For example, in a studyof 2,551 fifth graders (38% Caucasians, 48% African-Americans, and 14%Hispanics), gender differences were found in high ability level boys whoperformed better than high ability level girls, no gender differences werefound for low and medium ability students, and ethnicity did not affectdifferences (Dimitrov, 1999). Evidence of fewer women in science and technological disciplinesincludes the lower percentage (3 % in 1993) of female doctoral-levelscientists and engineers. Sociology of Education, 66, 99-1 3.Catsambis, S. The masculine and feminine roles are definedby ethnicity and cultural values. D., & Brewer, D. (1993). M. What is the relationship between gender and mathematics and science achievement? During the middle grades, gender differences regarding preferences andopportunities begin to emerge. G., Goldhaber, D. It has been theorized thatbackground factors which place females in a disadvantaged position, such assexism in the classroom or expectations due to cultural factors. Research findings also pointedout that a lack of opportunities is associated with lower academicperformance. (1994). Mathematics scores for twelfth-grade males and females weresimilar, but males had higher science scores than females at this gradelevel (Manning, 1998). For the Science Report Card, males andfemales in grades fourth and eighth had similar science achievement scoresand males had higher scores than females in the twelfth grade (Manning,1998). Does ethnicity have a confounding effect on mathematics and science achievement levels of males and females? Research findings from the NAEP 1996Mathematics Report Card for the Nation and the States, which includes dataabout the educational progress in the U.S., showed that fourth-grade maleshad higher average mathematics achievement scores than fourth-gradefemales, however scores for eighth- and twelfth-grade males and femaleswere not significantly different. Sociology of Education, 32(3), 243-257.Dimitrov, D. 2. This resultis consistent with findings that African-American and Latino women who tendto perform poorly on mathematics and science tests also tend to have lesssupport for and participate in fewer extracurricular activities in theseareas (though they maintain positive attitudes toward these subjects)(Catsambis, 1994). D. Research has pointed out that while theretends to be gender-related differences in mathematics and scienceachievement scores, these differences are not consistent across age andthere are gender differences between mathematics and science achievementlevels at different ages. (1998). Problem Previous research findings showed that fourth-grade males had higheraverage mathematics achievement scores than fourth-grade females, howeverfor grades eight and twelve, male and female scores were not significantlydifferent; males and females in grades fourth and eighth had similarscience achievement scores and males had higher scores than females in thetwelfth grade. To answer this question, differences in achievement scores for malesand females must be determined. Others state thatgender differences are due to the middle school learning environment, suchas a greater number of male teachers and a more competitive arena. Sociology of Education, 75(4), 349-373.Lee, J. Many students areEnglish language learners and many have low socioeconomic status. Industrial & Labor Relations Review, 48(3), 547-556.Lee, J. Studies have shown that women andcertain minorities are underrepresented in mathematic and scientificdisciplines, and that females and certain minorities tend to take fewerscience and math courses, which may or may not point to a relationshipbetween ethnicity and achievement in these areas. The Relationship Between Gender and Math/Science Achievement Introduction Public schools have shifted to a racial and linguistic compositionthat includes Hispanics and other ethnic populations. 3. These differences need further exploration. Thus, while differences were found between males and femalesregarding test scores, there is not a consistent relationship betweengender and mathematics and science achievement, across age groups. Research findings from the NAEP 1996 Mathematics and Science ReportCard for the Nation and the States, showed that fourth-grade males hadehigher average mathematics achievement scores than fourth-grade females,but males and females at this grade had similar science scores.Mathematics and science scores for eighth-grade males and females weresimilar. Further, it is recommendedthat teachers utilize methods which will engage females of all ethnicgroups, for this participation. Gender differences in science achievement: Differential effect of ability, response format, and strands of learning outcomes. Research and Literature ReviewQuestion 1 What is the relationship between gender and mathematics and scienceachievement? Thus, findings regardingethnicity are inconsistent and inconclusive (Catsambis, 1994). Middle school is associated with morenegative attitudes and performance anxiety toward mathematics in girls,compared to boys, which may influence career choices. Womenof color are found to be the most underrepresented group in mathematics andscience courses, yet some studies show no gender differences in mathematicsachievement or they favor female students. Research findings have also shown that women in the United States arefound less frequently in mathematics and science programs and careers. (1995). Since studies show that differences between males and femalesregarding mathematics and science achievement scores are not consistentacross age groups, more information is needed to fully comprehend thisrelationship. (2 2). Further, in a study of gender differences in mathematics, in theUnited States and other countries, ethnicity and gender were not factorswhen opportunities in math and science careers were equally available forboth genders (as with Asian-Americans) (Baker & Jones, 1993). L. While the exact relationship between gender andethnicity and these disciplines has not been established, studies haveshown that mathematics and science have been viewed as masculine interests,which may put the female at a disadvantage. While these percentages are increasing, there isa trend for women to drop out of these areas in or before entering college. In astudy of male and female perceptions and self-concepts, findings showed thetendency to view participation in science or math disciplines to be amasculine effort (Lee, 1998). D. Thus, there are differences between mathematics andscience achievement levels for males and females, and these differences arenot consistent across age group. Conclusions Conclusions based on empirical findings are as follows: a consistentrelationship between gender and mathematics and science achievement, acrossage groups, has not been shown; in cases where a relationship betweengender and mathematics and science achievement scores are found, it maydriven by gender-related identity, sexism, and social experiences; theeffects of ethnicity are unclear; equal gender opportunities in mathematicsand science results in less differences between achievement levels; andthere are differences between mathematics and science achievement levelsfor males and females, which are not consistent across age group. Itremains unclear how to best assist this group of students with mathematicsand science learning, since findings related to gender and ethnicity andthese subjects are inconclusive. ReferencesBaker, D. Thus therelationship between gender and mathematics and science achievement scoresmay be driven by gender-related identity and social experiences.Question 2 Does ethnicity have a confounding effect on mathematics and scienceachievement levels of males and females? Since it has been shown that females morethan males, are affected by early experiences associated with thesedisciplines, it is recommended that particular efforts be made to ensureexposure to positive mathematics and science classroom experiences. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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