Science Achievement Growth Trajectories: Understanding Factors Related to Gender and Racial–Ethnic Differences in Precollege Science Achievement
By P. Muller, Frances K. Stage, Jillian Kinzie. 2001
110 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/25760e67aa2465e752f99359626c758f6a974e57
How researchers see this paper
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In Education
- A. Ramos-Wada
- Catherine Riegle-Crumb
- Christopher D. Wilson
- Joseph A. Taylor
- Paul L. Morgan
- Susan M. Kowalski
- Janet F. Carlson
- George Farkas
In Experimental and Cognitive Psychology
- A. Ramos-Wada
- Catherine Riegle-Crumb
- Joseph A. Taylor
- Paul L. Morgan
- Chelsea Moore
- Yukie Saito
- Kazuya Saito
Citations in the corpus
- Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “…i n a t e d b r o a d l y . racial equity are particularly important when it comes to STEM learning because performance differences between racial groups are considerably larger than gender differences within racial groups (Fryer & Levitt, 2010; Muller, Stage, & Kinzie, 2001; Walker & Plata, 2000).”
- Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “…work has mostly analyzed science achievement in older (e.g., high school) student populations (e.g., Byrnes & Miller, 2007; Ma & Wilkins, 2002; Muller et al., 2001; Reynolds & Walberg, 1992; J. Wang & Staver, 2001; Young, Reynolds, & Walberg, 1996), at particular time points rather than…”
- The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, background): “Hanson (1996) and Muller, Stage, and Kinzie (2001) identified race/ethnicity as more significant predictors of science achievement than gender.”
- Who wants to have a career in science or math? Exploring adolescents' future aspirations by gender and race/ethnicity. (2011, background): “For example, when considering previous gender research that finds that less positive attitudes toward science and math lead females to choose non-STEM majors (Correll, 2001), along with other research on race/ethnicity which finds that Black and Hispanic youth have as favorable or even more favorabl”