Gender Differences in High-Achieving Students in Math and Science

By Sally M. Reis, Sunghee Park. 2001

87 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/33e654e12c860ce1a141ed345779b6e00a2393c0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. S. Ceci
2. Manfred Prenzel
3. Kerstin Schütte
4. Päivi H. Taskinen
5. Wendy M. Williams
6. Ou Lydia Liu
7. Andreas Krapp
8. Susan M. Barnett

In General Agricultural and Biological Sciences

1. C. Basile
2. Manfred Prenzel
3. Ou Lydia Liu

In Safety Research

1. S. Ceci
2. Manfred Prenzel
3. Wendy M. Williams
4. Ou Lydia Liu
5. Andreas Krapp
6. Suzanne Hidi
7. K. Ann Renninger

Citations in the corpus

• Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “Typically, girls display weaker achievement-related beliefs in science than boys, even though both sexes demonstrate equally high achievement (OECD, 2007; Reis & Park, 2001).”
• Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “Leahey and Guo (2001) found that sex differences in mathematics were greatest for high-scoring elementary students through high school, and Reis and Park (2001) found that high-scoring male students exceeded high-scoring female students from the 8th grade through high school.”
• How Development and Personality Influence Scientific Thought, Interest, and Achievement (2006, unknown): “…2000; Geary, 1998; Halpern, 2000) or actual graduation and career data (Cole, 1987; Cole & Zuckerman, 1987; Farmer, Wardrop, & Rotella, 1999; Jacobwitz, 1983; National Science Foundation [NSF], 1999; O’Brien, Martinez-Pons, Kopala, 1999; Reis & Park, 2001; Subotnik, Duschl, & Selmon, 1993).”
• An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds (2009, background): “Girls also tend to underestimate their competence in math, including gifted girls who have demonstrated proficiency in math performance (Reis & Park, 2001).”
• The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science (2011, background): “…stimulating science education (National Council for Educational Statistics [NCES], 2004; National Science Board [NSB], 2006) and for more students, especially females and other members of traditionally underrepresented groups, to be exposed to and experience careers in science (Reis & Park, 2001).”
• Research on Interest in Science: Theories, methods, and findings (2011, background): “Constructs such as self-concept and self-efficacy (Reis & Park, 2001; Zimmerman, 2000) play an important role in the explanation of gender-specific differences in interest in science.”
• Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students (2005, background): “First, because grade level has been associated with epistemological development (Schommer et al., 1997) and gender has been associated with mathematical performance (Reis & Park, 2001), these two variables were statistically controlled for by entering the equation in the first step.”