Teachers as role models: Are there gender differences in microcomputer-based mathematics and science instruction?

Sex Roles ◽  
1985 ◽  
Vol 13 (3-4) ◽  
pp. 149-164 ◽  
Author(s):  
Cathleen Stasz ◽  
Richard J. Shavelson ◽  
Clarice Stasz
Keyword(s):  
Gender Differences ◽  
Role Models ◽  
Science Instruction ◽  
Mathematics And Science

Gender-Based Factors in Computing Enrollments and Achievement: Evidence from a Study of Tertiary Students

1989 ◽  
Vol 5 (4) ◽  
pp. 409-429 ◽  
Author(s):  
Valerie A. Clarke ◽  
Susan M. Chambers
Keyword(s):  
Gender Differences ◽  
Role Models ◽  
Prior Experience ◽  
First Year ◽  
Attitudes To Mathematics ◽  
Gender Based ◽  
The University ◽  
Computer Studies ◽  
Computer Selection ◽  
Mathematics And Science

Fewer females than males enroll in secondary and tertiary computing courses. This has implications for both the national economy and for the development of women as individuals. Explanations for gender differences in enrollments place varying emphasis on 1) social learning explanations focusing on the importance of experience, encouragement from significant others, the provision of male role models, and the generalization of pre-existing attitudes to mathematics and science, 2) category-based explanations of computer selection and avoidance, 3) beliefs about gender differences in abilities, and 4) gender differences in attributions for success and failure. Using a sample of 222 Australian first year tertiary students enrolled in a compulsory unit of computer studies, data were collected from questionnaires and the university database. Initial gender differences in computing experience and attitudes were found. Women were less likely to intend to pursue further computing studies, although their achievement was comparable to that of men. Achievement related to computing experience and in the case of men, to mathematics experience. Intentions to pursue further computing studies related to attitudes to computing and, in the case of women to mathematics experience and attitudes to statistics. The results are discussed in terms of the different roles of prior experience and attitudes and the implications for changing women's attitudes to computing.

Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC

2002 ◽  
Vol 30 (4) ◽  
pp. 403-426 ◽  
Author(s):  
Qing Li
Keyword(s):  
Gender Differences ◽  
Science Learning ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Elementary Student ◽  
Interaction Patterns ◽  
Male And Female ◽  
Language Functions ◽  
Mathematics And Science

In this study, gender difference is explored from two perspectives: 1) student interaction patterns, and 2) communication patterns. The data used is collected from a fifth- and sixth- grade classroom in an inner city elementary school in Toronto, Ontario. There were 24 students (12 male students and 12 female students) in the class. First, the interaction patterns of students' mathematics and science learning were examined in terms of turn taking, conversation initiating, and conversation following. The results of the analysis show that male students still take more turns in this CMC setting. Male and female students are equally likely to initialize topics. Those male generated messages were significantly less likely to be followed than those female generated messages. But male and female students are just as likely to follow and support previous messages in this CMC setting. Based on these results, gender differences are then examined with respect to student communication pattern. Communication is explored in terms of language functions. The analysis of the data indicates that female students tend to request more information, but offer fewer explanations and opinions than male students do. With respect to connected initiating messages, female students are found to be similar to male students in the use of the five language functions. However, moving to conversation development, two significant gender differences are found in student use of language functions: female students tend to request more information but offer fewer explanations than male students do in those followed-up messages.

VI. Gender

1999 ◽  
Vol 24 ◽  
pp. 69-83
Keyword(s):  
Gender Differences ◽  
Role Models ◽  
Daily Life ◽  
Greek Religion ◽  
The Social ◽  
Women In Art ◽  
Social Meanings ◽  
Femininity And Masculinity ◽  
Cultural Constructions ◽  
Representations Of Women

Historians and anthropologists use the term ‘gender’ to denote the social meanings and cultural constructions of femininity and masculinity instead of the physical connotations of sex. Although anthropologists have also done some work on concepts of masculinity, recent studies of Greek religion have mainly analysed positions and representations of women, in so far as they have focused on gender differences at all. We will therefore first look at some elements of the female life cycle and daily life (§ 1), then look at representations of women in art and myth and at goddesses as possible role models (§ 2), and conclude with a discussion of the most important women’s festivals (§ 3).

Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science.

2015 ◽  
Vol 107 (1) ◽  
pp. 195-206 ◽  
Author(s):  
Christopher S. Rozek ◽  
Janet S. Hyde ◽  
Ryan C. Svoboda ◽  
Chris S. Hulleman ◽  
Judith M. Harackiewicz
Keyword(s):  
Gender Differences ◽  
Utility Value ◽  
Mathematics And Science

ARE GENDER DIFFERENCES IN HIGH ACHIEVEMENT DISAPPEARING? A TEST IN ONE INTELLECTUAL DOMAIN

2004 ◽  
Vol 37 (3) ◽  
pp. 371-380 ◽  
Author(s):  
ROBERT W. HOWARD
Keyword(s):  
Gender Differences ◽  
Role Models ◽  
High Achievers ◽  
Performance Ratings ◽  
General View ◽  
Good Test ◽  
Male Predominance ◽  
Ability Levels ◽  
Objective Performance Measures ◽  
Societal Changes

Males traditionally predominate at upper achievement levels. One general view holds that this is due only to various social factors such as the ‘glass ceiling’ and lack of female role models. Another view holds that it occurs partly because of innate ability differences, with more males being at upper ability levels. In the last few decades, women have become more achievement focused and competitive and have gained many more opportunities to achieve. The present study examined one intellectual domain, international chess, to quantify its gender differences in achievement and to see if these have been diminishing with the societal changes. Chess is a good test domain because it is a meritocracy, it has objective performance measures, and longitudinal data of a whole population are available. Performance ratings overall and in the top 10, 50 and 100 players of each sex show large gender differences and little convergence over the past three decades, although a few females have become high achievers. The distribution of performance ratings on the January 2004 list shows a higher male mean and evidence for more male variation, just as with traits such as height. Career patterns of players first on the list between 1985 and 1989 show that top males and females entered the list at about the same age but females tend to play fewer games and have shorter careers. In this domain at least, the male predominance is large and has remained roughly constant despite societal changes.

Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation

2019 ◽  
Vol 15 (4) ◽  
pp. 261-282
Author(s):  
Kathleen M. W. Cunningham ◽  
Chad R. Lochmiller
Keyword(s):  
Leadership Development ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Science Instruction ◽  
Effective Instruction ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Content Areas ◽  
School Based ◽  
Mathematics And Science

Principals are increasingly called upon to support effective instruction and student learning across content areas. Content and process standards emphasize the need for leadership that addresses teachers’ pedagogical and content understandings. The purpose of this article is to conceptualize content-specific leadership in mathematics and science for considerations for preparation programs through a systematic literature review. Prior research suggests both the importance of leadership development related to content-specific leadership practices and the possibilities associated with distributed leadership models aimed at the improvement of mathematics and science instruction. Specifically, leadership preparation programs must equip and support principals to make strategic school-based investments in mathematics and science instruction.

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