The Other Side of the Gender Gap

By M. Warrington, Michael Younger. 2000

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ce28e432389c3b09315bce85623c1592a51992e5

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Citations in the corpus

Differential teacher attention to boys and girls in the classroom (2006, unknown): “Yates, 1997 ; Warrington & Younger, 2000 ; Gorard, 2002 ).”
The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University (2011, background): “…from male peers as well as male professors, and they often have lower self-confidence in STEM domains than men, despite equal or even higher levels of achievement (e.g., Erwin and Maurutto 1998; Ferreira 2003; Hollenshead et al. 1994; Meinholdt and Murray 1999; Warrington and Younger 2000).”
Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “Warrington and Younger (2000) surveyed students in year 11 (aged 15–16) in 15 comprehensive schools (186 boys, 176 girls) in England about their subject preferences and found that:”
‘I sat back on my computer … with a bottle of whisky next to me’: constructing ‘cool’ masculinity through ‘effortless’ achievement in secondary and higher education (2009, result): “This is mirrored in other research (Warrington and Younger 2000, Hodgetts 2008) that reveals that despite ‘objective’ measures favouring girls, boys are still regarded as having the flair required for ‘authentic’ success.”
Do cognitive distortions mediate the test anxiety–examination performance relationship? (2010, background): “Social domain cognitive distortions would be less likely to manifest in evaluative situations such as examinations, but situations congruent with concerns over peer judgements, popularity, rejection and so forth (see Frances & Archer, 2005 ; Jackson, 2006 ; Warrington & Younger, 2000 ; Younger & ”
Transitions into Higher Education: Gendered implications for academic self-concept (2003, methodology): “Warrington and Younger (2000) demonstrate that despite a climate of concern in the UK about boys’ ‘underachievement’, many teachers in their sample still valued the contributions of boys in their classes more highly than they valued the contributions of girls.”
Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender (2009, background): “Girls tend to respond more positively to biological sciences than to physical sciences (Foster 1967; Gardner 1975; Johnson 1987; Kelly 1988; Ramsden 1998; Stables 1990; Stark and Gray 1999; Warrington and Younger 2000).”
Raising boys' achievement (2005, background): “…of male disadvantage is one which is difficult to sustain in the labour market of Western economies and in the wider context of our male-oriented society, and there is evidence to suggest that in some schools girls still remain invisible and teachers gender-blind (Warrington & Younger, 2000).”
Girls' academic achievement: varying associations of extracurricular activities (2004, background): “Although the gender gap appears to be narrowing, Warrington and Younger (2000) found students' perceptions of their educational environments re¯ected gender-related subjects, gender-related careers, classrooms dominated by boys, and teachers' gender-typed perceptions.”