Reducing the gender achievement gap in college science: A classroom study of values affirmation

Science

Volumn 330, Issue 6008, 2010, Pages 1234-1237

  Miyake, Akira ^a   Kost Smith, Lauren E ^a   Finkelstein, Noah D ^a   Pollock, Steven J ^a   Cohen, Geoffrey L ^b   Ito, Tiffany A ^a  

^a UNIVERSITY OF COLORADO   (United States)

^b STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLASS; GENDER; MATHEMATICAL ANALYSIS; PERFORMANCE ASSESSMENT; PSYCHOLOGY; STEREOTYPIC BEHAVIOR;

ACADEMIC ACHIEVEMENT; ADULT; ARTICLE; COLLEGE STUDENT; CONTROLLED STUDY; FEMALE; HUMAN; MALE; NORMAL HUMAN; PERSONAL VALUE; PHYSICS; PRIORITY JOURNAL; PSYCHOLOGICAL WELL BEING; SEX DIFFERENCE; SEX RATIO; SOCIAL ATTITUDE; SOCIAL PSYCHOLOGY; STEREOTYPY;

ACHIEVEMENT; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; LEARNING; MALE; PHYSICS; SELF CONCEPT; SEX FACTORS; SOCIAL VALUES; STEREOTYPING; UNIVERSITIES;

EID: 78649433829     PISSN: 00368075     EISSN: 10959203     Source Type: Journal    
DOI: 10.1126/science.1195996     Document Type: Article

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34. The effect of values affirmation on exam scores and end-of-semester FMCE scores was tested in regression models in which the outcome measures were regressed on gender, affirmation condition, and the gender x condition interaction. SAT/ACT Math scores were controlled for in the analysis of exam scores, and beginning-of-semester FMCE scores were controlled for in the analysis of end-of-semester FMCE scores. All b weights reported in this article are standardized weights. The full regression models are described in the SOM.
35. This unexpected finding for men's in-class exam scores is discussed in more detail in the SOM. In addition to the mixed evidence summarized here, this negative affirmation effect on men's exam scores was not significant when the analysis was conducted with the beginning-of-semester FMCE scores (instead of SAT/ACT Math scores) as the covariate (S22).
36. We are grateful to course instructor M. Dubson, the course teaching assistants, and the student participants. We also thank L. Newnes and N. Golaszewski for invaluable assistance with data collection and C. Judd and B. Park for their statistical advice. This research was supported by NSF grant DRL0910373.