Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

Abstract

Over the last few decades, researchers have studied the issue of gender differences in math achievement, especially among highly able females. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability males and females, with profound implications for the educational opportunities and life choices of females. This research study, using qualitative research methods, examined the psychosocial, home, and school characteristics of female seniors in high school who achieved above the 95th percentile on the quantitative section of the SAT. The findings suggest that educators and parents can promote the strengths of mathematically talented females resulting in a number of positive psychosocial factors such as: a view of math as positive and useful, a style that encourages the attribution of success to talent, and confidence and persistence in tasks. In addition, educators who model a passion for mathematics, provide challenging learning activities, and occasionally enable their female students to work cooperatively may encourage these students’ talents. Parents who maintain high expectations for mathematics achievement, who are willing to donate their own time to work with their children on mathematics, and who seem excited and interested in the domain themselves may help their children to achieve at higher levels.

Parental, Residential, and Self-Belief Factors Influencing Academic Persistence Decisions of College Freshmen

“…Although parental variables were nonsignificant after self-beliefs were added to the equation, in the first two steps of the hierarchical regression, parental valuing of education influenced students' academic persistence decisions. While past research suggests that parental education (Dixon Rayle et al, 2005Gloria, 1997) and parental valuing of education (Bank et al, 1990;Dixon Rayle et al, 2005;O'Shea et al, 2010) may positively influence college students' persistence decisions, the current study found that this influence lost its predictive power in light of other variables. The role of parents may be most important precollege.…”

Developing a STEM Identity Among Young Women: A Social Identity Perspective

“…Teachers are significant individuals in young women’s social environment. In an interview study of 23 high school young women who were considered highly talented in SAT-Math, all but one of the young women reported a nurturing school environment that included challenging curricula and high-quality teachers as contributing to their math achievement (O’Shea, Heilbronner, & Reis, 2010). O’Shea et al recognized that their small sample of participants were fortunate to have this sort of support.…”

Leaving College: A Gender Comparison in Male and Female-Dominated Programs

“…Even though girls are catching up, in mathematics, boys on average still outperform girls. Some of the OECD countries still display large differences (although not as large as the gender differences in reading skills): these are Belgium, Chile, the United Kingdom, the United States, Colombia and Liechtenstein (see e.g., O'Shea et al 2010). In science, boys and girls perform about the same.…”