Re-Estimating the Gender Gap in Colombian Academic Performance

2014 ◽  
Author(s):  
Juan Sebastiin Muuoz
Keyword(s):  
Academic Performance ◽  
Gender Gap

Understanding the gender gap in school performance among low-income children

2016 ◽  
Vol 41 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Danielle Kingdon ◽  
Lisa A. Serbin ◽  
Dale M. Stack
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
School Performance ◽  
Gender Gap ◽  
Low Income ◽  
Attention Problems ◽  
Early Years ◽  
Family Characteristics ◽  
Growth Curve Analysis ◽  
Academic Trajectories

Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course of schooling. Results from a multiple-group latent growth curve analysis revealed that children from this low-income sample demonstrated a significant decreasing trajectory of academic performance over time, which intensified after the transition from elementary to secondary schooling. A gender gap in academic performance emerged after the children transitioned to secondary school, with girls outperforming boys. Boys continued to experience greater academic decline than did girls across the secondary school years, and individual and family characteristics assessed in early elementary school predicted these academic trajectories. At school entry, boys showed higher levels of attention problems than did girls, which in turn predicted boys’ poorer school performance. However, boys with stronger reading skills and greater maternal school involvement during the early years of schooling were protected against declining academic performance across the secondary school years. Implications for prevention programs are discussed.

Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools

2013 ◽  
Vol 5 (3) ◽  
pp. 27-40 ◽  
Author(s):  
Dana Burde ◽  
Leigh L Linden
Keyword(s):  
Randomized Controlled Trial ◽  
Academic Performance ◽  
Gender Gap ◽  
Test Scores ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Randomized Evaluation ◽  
Percentage Points ◽  
Standard Deviations

We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, but particularly for girls. Girls' enrollment increases by 52 percentage points and their average test scores increase by 0.65 standard deviations. The effect is large enough that it eliminates the gender gap in enrollment and dramatically reduces differences in test scores. Boys' enrollment increases by 35 percentage points, and average test scores increase by 0.40 standard deviations. (JEL I21, J16, O15, O18)

scholarly journals Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia

2021 ◽  
Vol 13 (4) ◽  
pp. 2246
Author(s):  
Addissie Melak ◽  
Seema Singh
Keyword(s):  
Women Students ◽  
Academic Performance ◽  
Sexual Harassment ◽  
Technology Education ◽  
Stem Education ◽  
Gender Gap ◽  
Factors Affecting ◽  
Engineering And Technology Education ◽  
Women's Participation ◽  
Engineering And Technology

Academic performance is one of the reasons for gender imbalance in STEM education. This study has two objectives: analyzing women’s participation in STEM education and investigating the factors affecting women’s achievements in Engineering and Technology university majors in Ethiopia. Secondary data have been analyzed to establish women’s involvement in STEM education using enrollment and graduation data and to observe the gender gap. Primary data were collected from 376 women students of engineering and technology. The OLS multiple regression model results reveal that the academic performance of women in engineering and technology education is positively influenced by students’ capabilities to gather information about the institution before joining the university. Interventions followed by institutions for supporting women students, peer learning habits of students, and the accessibility of university infrastructure also positively affect women’s academic performance. In contrast, sexual harassment and the existence of engineering and technology professionals in the family negatively influence the academic performance of women. Hence, educational organizations, governments, and other stakeholders should work to enhance women’s academic performance and reduce the gender gap in STEM education. Engineering colleges must also give attention to students’ psychological, economic, and educational support, try to fulfill infrastructure and learning equipment, and protect students from sexual harassment through strong commitment and regulations.

scholarly journals Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths

2021 ◽  
Vol 13 (15) ◽  
pp. 8220
Author(s):  
Jose Antonio Prieto-Saborit ◽  
David Méndez-Alonso ◽  
Jose Antonio Cecchini ◽  
Ana Fernández-Viciana ◽  
Jose Ramón Bahamonde-Nava
Keyword(s):  
Gender Differences ◽  
Sustainable Development ◽  
Academic Performance ◽  
Cooperative Learning ◽  
Gender Equity ◽  
Gender Gap ◽  
Critical Value ◽  
The Subject ◽  
Math Grades ◽  
And Gender

Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, p < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths.

scholarly journals Gender Gap in Academic Achievement in Brunei Tertiary Education: Qualitative Perspective

2017 ◽  
Vol 9 (2) ◽  
pp. 29
Author(s):  
Halimaturradiah Metussin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Gender Gap ◽  
Mixed Methods Research ◽  
Tertiary Education ◽  
Early Entry ◽  
Gender Similarities ◽  
Worldwide Phenomenon ◽  
Potential Factors ◽  
Learning Institutions

This study explores the potential factors causing a gender gap in academic achievement in the higher learning institutions of Brunei using in-depth interviews. Given that the gender gap is a worldwide phenomenon and problem in many educational settings, this study investigates the reasons for its persistence and how it can be resolved in the Brunei context. The findings of the study indicate that: 1) there are gender similarities in practices of good academic performance at school; 2) teaching methods and school facilities and environment may affect students’ academic performance; 3) problems or challenges faced in academic performance or achievement at school; and 4) early entry to workplace. A mixed-methods research is recommended to gain additional insights into the problem and its solutions.

scholarly journals Do Relative Advantages in STEM Grades Explain the Gender Gap in Selection of a STEM Major in College? A Multimethod Answer

2019 ◽  
Vol 57 (1) ◽  
pp. 218-257 ◽  
Author(s):  
Elizabeth Stearns ◽  
Martha Cecilia Bottia ◽  
Jason Giersch ◽  
Roslyn Arlin Mickelson ◽  
Stephanie Moller ◽  
...  
Keyword(s):  
Academic Performance ◽  
Gender Gap ◽  
Future Research ◽  
College Seniors ◽  
Gender Gaps ◽  
Stem Majors ◽  
Stem Major ◽  
Multimethod Approach ◽  
And Mathematics ◽  
Selection Of

Using a multimethod approach, we investigate whether gender gaps in STEM (science, technology, engineering, and mathematics) major declaration in college are explained by differences in the grades that students earn in STEM versus non-STEM subjects. With quantitative data, we find that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration. To explore alternative explanations for gender gaps in major declaration, we analyze interviews with college seniors, finding that they recognize many other factors, including their interests in subject matter and confidence, are key in pushing them from STEM or pulling them into non-STEM majors. We conclude that future research seeking to account for gender gaps in STEM majors must extend beyond academic performance.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Sexual victimization history predicts academic performance in college women.

2016 ◽  
Vol 63 (6) ◽  
pp. 685-692 ◽  
Author(s):  
Majel R. Baker ◽  
Patricia A. Frazier ◽  
Christiaan Greer ◽  
Jacob A. Paulsen ◽  
Kelli Howard ◽  
...  
Keyword(s):  
Academic Performance ◽  
College Women ◽  
Sexual Victimization ◽  
Victimization History
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