Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Science ◽  
2010 ◽  
Vol 330 (6008) ◽  
pp. 1234-1237 ◽  
Author(s):  
A. Miyake ◽  
L. E. Kost-Smith ◽  
N. D. Finkelstein ◽  
S. J. Pollock ◽  
G. L. Cohen ◽  
...  
Keyword(s):  
Achievement Gap ◽  
College Science ◽  
Values Affirmation ◽  
Gender Achievement Gap ◽  
Classroom Study ◽  
Gender Achievement

scholarly journals A Space for Boys and Books: Guys Read Book Clubs

2018 ◽  
Vol 16 (2) ◽  
pp. 19 ◽  
Author(s):  
Kristen Nichols-Besel ◽  
Cassandra Scharber ◽  
David G. O’Brien ◽  
Deborah R. Dillon
Keyword(s):  
Gender Gap ◽  
Cultural Construction ◽  
Book Clubs ◽  
Reading Practices ◽  
Gender Achievement Gap ◽  
Males And Females ◽  
National Test ◽  
To Receive ◽  
Gender Achievement ◽  
Scholarly Attention

The well-documented gender achievement gap continues to receive popular as well as scholarly attention. Fueling this attention are international and national test scores that continue to illustrate that boys, regardless of age, income, race, or ethnicity, trail girls in reading assessments.While we acknowledge that there is a gender gap in reading achievement between males and females, we remain unconvinced that gender is the only factor; gender is a social and cultural construction, and these considerations must be included in understanding this phenomenon. We were extended a unique opportunity to experience and evaluate a literacy initiative that was created in response to the perceived “crisis” in boys’ literacy—Guys Read book clubs. This article offers an inside glimpse into the out-of-school world of boys and books, which can inform in-school reading practices for both boys and girls.

Gender Achievement Gaps in U.S. School Districts

2019 ◽  
Vol 56 (6) ◽  
pp. 2474-2508 ◽  
Author(s):  
Sean F. Reardon ◽  
Erin M. Fahle ◽  
Demetra Kalogrides ◽  
Anne Podolsky ◽  
Rosalía C. Zárate
Keyword(s):  
School Districts ◽  
Language Arts ◽  
Test Score ◽  
English Language ◽  
Gender Disparities ◽  
State Accountability ◽  
Gender Achievement Gap ◽  
Eighth Grade Students ◽  
Gender Achievement ◽  
Test Score Gaps

We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school districts; some districts have more male-favoring gaps and some more female-favoring gaps. Math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult income, education, and occupations; however, we do not find strong associations in ELA.

scholarly journals Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

2017 ◽  
Vol 16 (3) ◽  
pp. ar41 ◽  
Author(s):  
Hannah Jordt ◽  
Sarah L. Eddy ◽  
Riley Brazil ◽  
Ignatius Lau ◽  
Chelsea Mann ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Active Learning ◽  
Stereotype Threat ◽  
White Students ◽  
Psychosocial Interventions ◽  
Achievement Gaps ◽  
Underrepresented Minority ◽  
Grade Point ◽  
Values Affirmation ◽  
White Majority

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions.

Stereotype Threat and the Social and Scientific Contexts of the Race Achievement Gap.

2005 ◽  
Vol 60 (3) ◽  
pp. 270-271 ◽  
Author(s):  
Geoffrey L. Cohen ◽  
David K. Sherman
Keyword(s):  
Achievement Gap ◽  
Stereotype Threat ◽  
The Social
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