The Experts below are selected from a list of 9 Experts worldwide ranked by ideXlab platform

Glenda Andrews - One of the best experts on this subject based on the ideXlab platform.

  • gender differences in reading and writing achievement evidence from the national assessment of educational progress naep
    American Psychologist, 2019
    Co-Authors: David Reilly, David L Neumann, Glenda Andrews
    Abstract:

    A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from sample to sample. The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative sample. We examined 3 decades of U.S. student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 3.9 million), and whether these were declining over time as claimed by Feingold (1988). Examination of effect sizes found a developmental progression from initially small gender differences in Grade 4 toward larger effects as students progress through schooling. Differences for reading were small-to-medium (d = -.32 by Grade 12), and medium-sized for writing (d = -.55 by Grade 12) and were stable over the historical time. Additionally, there were pronounced imbalances in gender ratios at the lower left and upper right tails of the ability spectrum. These results are interpreted in the context of Hyde's (2005) gender similarities Hypothesis, which holds that most psychological gender differences are only small or trivial in size. Language and verbal abilities represent one exception to the general rule of gender similarities, and we discuss the educational implications of these findings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Marcia C Linn - One of the best experts on this subject based on the ideXlab platform.

  • Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis
    Psychological Bulletin, 2010
    Co-Authors: Nicole M Elsequest, Janet Shibley Hyde, Marcia C Linn
    Abstract:

    A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification Hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets. the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities Hypothesis, all of the mean effect sizes in mathematics achievement were very small (d < 0.15); however, national effect sizes showed considerable variability (ds = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive matt. attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = -0.61 to 0.89. In contrast to those of previous tests of the gender stratification Hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women's share of research jobs, and women's parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls' and women's agency cross-nationally.

David Reilly - One of the best experts on this subject based on the ideXlab platform.

  • gender differences in reading and writing achievement evidence from the national assessment of educational progress naep
    American Psychologist, 2019
    Co-Authors: David Reilly, David L Neumann, Glenda Andrews
    Abstract:

    A frequently observed research finding is that females outperform males on tasks of verbal and language abilities, but there is considerable variability in effect sizes from sample to sample. The gold standard for evaluating gender differences in cognitive ability is to recruit a large, demographically representative sample. We examined 3 decades of U.S. student achievement in reading and writing from the National Assessment of Educational Progress to determine the magnitude of gender differences (N = 3.9 million), and whether these were declining over time as claimed by Feingold (1988). Examination of effect sizes found a developmental progression from initially small gender differences in Grade 4 toward larger effects as students progress through schooling. Differences for reading were small-to-medium (d = -.32 by Grade 12), and medium-sized for writing (d = -.55 by Grade 12) and were stable over the historical time. Additionally, there were pronounced imbalances in gender ratios at the lower left and upper right tails of the ability spectrum. These results are interpreted in the context of Hyde's (2005) gender similarities Hypothesis, which holds that most psychological gender differences are only small or trivial in size. Language and verbal abilities represent one exception to the general rule of gender similarities, and we discuss the educational implications of these findings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Andreas Gegenfurtner - One of the best experts on this subject based on the ideXlab platform.

Nicole M Elsequest - One of the best experts on this subject based on the ideXlab platform.

  • Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis
    Psychological Bulletin, 2010
    Co-Authors: Nicole M Elsequest, Janet Shibley Hyde, Marcia C Linn
    Abstract:

    A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification Hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets. the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities Hypothesis, all of the mean effect sizes in mathematics achievement were very small (d < 0.15); however, national effect sizes showed considerable variability (ds = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive matt. attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = -0.61 to 0.89. In contrast to those of previous tests of the gender stratification Hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women's share of research jobs, and women's parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls' and women's agency cross-nationally.