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A positive reading gap means that girls outperform boys (this is true in every country, so no country has a negative reading gap). There is a negative correlation between the mathematics and reading gender gaps, that is, nations with a larger mathematics gap have a smaller reading gap and vice versa. [1]
[6] [7] At Wesleyan, she began studying math anxiety (a phrase she coined) [citation needed] and other phenomena around the gender gap in STEM fields. She opened a math clinic, staffed by tutors and counselors, and published her first book, Overcoming Math Anxiety (1978). [8] [9] Tobias moved to Tucson in the 1980s.
The gender gap in boys' favor is slightly bigger in mathematics but improvements over time in girls’ favor are also observed in certain countries, despite the important regional variations. Gender differences are observed within mathematical sub-topics with girls outperforming boys in topics such as algebra and geometry but doing less well in ...
A review by Hyde et al. (2009) also evaluated the topic of greater male variability in mathematics performance. [11] The review found that the gender gap among the highest performers has narrowed over time in the U.S., is not found among some ethnic groups and in some nations, and correlates with several measures of gender inequality. [11]
The gender gap is massive at the doctoral level, seeing how this is nearly 50 percent more than for boys. Thomas A. DiPrete and Claudia Buchmann made the conclusion that since girls typically receive higher marks than boys, and children have a basic understanding that higher grades can lead to higher educational success, that it is reasonable ...
In 2005, USA Today reported that the "college gender gap" was widening, stating that 57% of U.S. college students are female. [80] This gap has been gradually widening, and as of 2014, almost 45% of women had a bachelor's degree, compared to 32% of men with a bachelor's degree. [81]
The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1 to 1 male-female ratio among students who score an 800 on the math portion of the SAT. [21] At least one study has challenged the existence of the gender gap in mathematics.
According to PISA 2015 results, 4.8% of boys and 0.4% of girls expect an ICT career. [40]Studies suggest that many factors contribute to the attitudes towards the achievement of young men in mathematics and science, including encouragement from parents, interactions with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in ...