Gender and Minority Achievement Gaps in Science in Eighth Grade: Item Analyses of Nationally Representative Data

Abstract

In this study, we investigated gender and minority achievement gaps on 8th‐grade science items employing a multilevel item response methodology. Both gaps were wider on physics and earth science items than on biology and chemistry items. Larger gender gaps were found on items with specific topics favoring male students than other items, for example, an earth science item requiring visual–spatial ability. Minority students were more likely than White students to score lower on harder constructed‐response (CR) items. Some teachers were more likely to reduce minority achievement gaps on easier CR items than other teachers. Implications for instruction in terms of improving visual–spatial awareness, efficacy of female students, and modeling scientific literacy for minority students were discussed.

A closer look at US schools: What characteristics are associated with scientific literacy? A multivariate multilevel analysis using PISA 2015

“…The school environment, in particular, the social background of students, has certainly been found to be positively related to achievement. This result is consistent with many existing studies that support the effect of school ESCS on academic achievement (e.g., Palardy, 2008; Rumberger & Palardy, 2004). However, we found that higher school ESCS is associated with larger scientific literacy gaps of Black students.…”

Collaborative Middle School Science Outreach Project Using the Japanese Lesson Study Model

“…Nevertheless, “Seeing oneself as a STEM person” (ref , p 1) is highly predictive of “choosing a STEM career in college” (ref , p 1), as are science course efficacy and self-confidence in eighth grade . Within the STEM student population, women and minorities continue to be underrepresented in many technical fields, ,− including chemistry. − Furthermore, encouraging middle school minority students in urban public schools to pursue STEM has been shown to impact future health care personnel needs . Many outreach activities in middle school science classes have been documented in this Journal , − ,− including in California classrooms , and elsewhere. ,− While the JLS model has seen extensive use in other disciplines (see review by Seleznyov), its use in middle school physical science has been limited. ,,, Furthermore, prior research did not explore the impact on student demographic groups or the longer-term transformation in teaching through the “local proof” model …”

Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19

“…Students from non-dominant cultures require teachers to adapt scientific concepts (Franklin, Slate, & Joyner, 2014). Research on solutions to close the achievement gap has suggested that culturally responsive instruction enables teachers to resolve potential cultural differences among students in the classroom and create an equal learning environment for all students, including minority students (Qian et al, 2017;Theobald et al, 2020;Williams, 2011). However, teachers have revealed that they have limited self-efficacy for implementing teaching for culturally and linguistically diverse students, although they have positive attitudes and beliefs about them (Park, Chu, & Martin, 2016).…”