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Gender Differences In Mathematics And Science Learning

616 words - 3 pages

Gender problems adjoining mathematics and science learning have been investigated for decades. Nevertheless, the current climate calls for even more research endeavors to contest statements and beliefs that “innate differences between men and women might be one reason fewer women succeed in science and math careers”. This particular belief may be challenged from the success of all-girl private school environments where 90% of the student population take two full years of science and “go on to major in sciences at Stanford, UCLA, Yale, Princeton, Johns Hopkins, and, yes, Harvard”. Researchers have shown that female students in single-sex schools outperform girls at coed schools within the private school sector. This single-gender classroom success, however, was untested in the public school sector. Comparison between the rare and special single-gender private schools with single-gender public schools is challenging because of a critical factor—does the single- gender environment of private schools contribute to students’ success in addition to their high socioeconomic and privileged status? Note to the reader: The authors of this study use the term “single-gender” to signify an all- male or all-female environment; whereas, other authors may use the term “single-sex.” Within this study, we ask the reader to interpret these terms synonymously.
The quantity of research conducted in both public and private schools of the United States regarding single- gender schooling is rather small and mostly inconclusive (American Association of University Women. According to the American Association of University Women (AAUW), one of the few areas that researchers have reported consistent findings with regard to single-gender classes is in girls’ attitudes in that “girls in single-sex schools may draw greater confidence from academic competence”. To continue the research effort on single-gender effects, the National Coalition for Women and Girls in Education (2002) has recommended “education scholars conduct additional gender-focused research, examining student...

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