Gender and Ethnic Differences in Science Achievement of Nine-, Thirteen-, and Seventeen-Year-Old Students.

Autor/inn/en	Bruschi, Barbara A.; Anderson, Bernice Taylor
Titel	Gender and Ethnic Differences in Science Achievement of Nine-, Thirteen-, and Seventeen-Year-Old Students.
Quelle	(1994), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Black Students; Elementary School Students; Elementary Secondary Education; Hispanic American Students; Hispanic Americans; Minority Groups; Racial Differences; Sciences; Secondary School Students; Sex Differences; Test Results; White Students; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnische Minderheit; Rassenunterschied; Science; Wissenschaft; Sekundarschüler; Sex difference; Geschlechtsunterschied
Abstract	Although minority students have experienced substantial increases in science performance on standardized tests, there is still a large disparity between minority and majority students on science achievement tests for males and females. This study examined science achievement for similarities and differences by gender and race/ethnicity. Using the National Assessment of Educational Progress (NAEP) science proficiency data for 1990, the study focused on average proficiency scores in four science content areas of nationally representative samples of 9-, 13-, and 17-year-old African-American, Hispanic, and White students. The early male advantage in physical science and in earth and space sciences became more substantial with age. Females were favored in the science of nature across all age groups. White students outperformed Hispanic Americans across content area and age group, but the largest gap in mean proficiency scores was between White and African American students, at nearly 55 points at age 17. A more in-depth look at the factors that cause these differences needs to be undertaken. An appendix presents three tables of study findings. (Contains 8 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC