Mathematics and science attitudes of African‐American middle grade students identified as gifted:<i>gender and grade differences</i>

Yong, Fung Lan

doi:10.1080/02783199209553408

Cited by 11 publications

(11 citation statements)

References 39 publications

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“…Results did not indicate differential determinants of underachievement by gender; however, statistically significant differences were found by academic programs (gifted and nongifted). Both male and female gifted students expressed the greatest support for the achievement ideology, and gifted females believed they had the highest teacher feedback on their efforts, Yong (1992) presented findings among African American students that contradict other general findings, noted earlier. Investigating whether significant gender and grade differences existed in the mathematics and science attitudes of 11 7 African American middle grade students identified as gifted, Yong found that African American male and female students had more similarities than differences in their attitudes toward mathematics and science.…”

Section: Ability and Achievementcontrasting

confidence: 52%

My Boyfriend, My Girlfriend, or Me: The Dilemma of Talented Teenaged Girls

Reis¹,

Callahan²

1996

Journal of Secondary Gifted Education

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In this article, we summarize current research about talented adolescents and teenage females in the following areas, which arefieguently discussed as issues that aflectfemale talent development: grades in school, females' beliefs about ability, the effects of stereotyping, test score differences, career choice, and parental influences. We reaffirm some prior conc1usions;present new, contradictory research evidence; discuss olderfindings in light of thepassage of time; and raise questions about the importance, significclnce, and generalizability of prior conclusions.or the last two decades, an increasing number of educators have become interested in gifted and talented

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Section: Ability and Achievementcontrasting

confidence: 52%

My Boyfriend, My Girlfriend, or Me: The Dilemma of Talented Teenaged Girls

Reis¹,

Callahan²

1996

Journal of Secondary Gifted Education

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“…Yong (1992), for example, found that African American middle school students did not have stereotypic gender role expectations regarding math as a male domain. Hyde and Fennema (1990) found that Asian American girls scored higher than Asian American boys on math tests.…”

mentioning

confidence: 96%

“…The biological and social-cultural roots of gender differences in self-concepts found among adolescents can be better understood when the issue is explored with adolescents from different cultural and ethnic backgrounds. Yong (1992), for example, found that African American middle school students did not have stereotypic gender role expectations regarding math as a male domain. Hyde and Fennema (1990) found that Asian American girls scored higher than Asian American boys on math tests.…”

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confidence: 99%

A Comparison of Gender Differences in Academic Self-Concept and Motivation Between High-Ability and Average Chinese Adolescents

Dai¹

2001

Journal of Secondary Gifted Education

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This study examined gender differences in academic self-concept, self-esteem, and academic motivation among high-ability Chinese adolescents. Study 1 studied gender differences in a key school as compared to a regular school using a school-type-by-gender MANOVA design. Participants were 208 10th-grade students from the two schools. Consistent with the extent literature on American adolescents, boys at the regular school demonstrated higher math self-concept, and girls demonstrated higher verbal selfconcept. In contrast, for the key school, girls and boys had comparable math self-concept and girls had higher general academic self-concept than boys, which is at variance with the findings on high-ability American and European adolescents. As a replication, Study 2 used a between-class design with a group of 148 10th-grade students from a regular school that grouped the top 50 students in one class. Gender differences in math and verbal selfconcepts were comparable between the high-ability class and two regular classes and more consistent with what was found with regular school students than with the key school students in Study 1. The discrepancies of the findings of the two studies are discussed in light of the social-contextual nature of academic self-concept and designs of the two studies.

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“…They state that this subject offers them interesting, challenging, and useful ideas (Anick, Carpenter, & Smith, 1981;Bhattacharya, 1982;Cramer, 1989;Yong, 1992). However, their interest is not always sustained throughout high school.…”

Section: Peer Relationshipsmentioning

confidence: 94%