Racial/Ethnic and Gender Differences in Science Achievement of Nine-, Thirteen-, and Seventeen-Year Old Students

Bruschi, Barbara; Anderson, Bernice

doi:10.1615/jwomenminorscieneng.v1.i3.40

Cited by 12 publications

(11 citation statements)

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“…A strong correlation between attitude toward and achievement in science has been identified in various studies (Schibeci and Riley 1986, Bruschi and Anderson 1994, Weinburgh 1995. A strong correlation between attitude toward and achievement in science has been identified in various studies (Schibeci and Riley 1986, Bruschi and Anderson 1994, Weinburgh 1995.…”

Section: Conceptual Frameworkmentioning

confidence: 92%

Gender issues related to graduate student attrition in two science departments

Ferreira¹

2003

International Journal of Science Education

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This study explored the gender issues that contributed to the differential attrition rate of men and women graduate students in two science departments (biology and chemistry) at a large research university. Departmental records were used to compute the student attrition rate while surveys from 170 students, and interviews with 32 of them, were used to explore students' perspectives on the reasons affecting the attrition of men and women graduate students in each department. Analysis of the data indicated a significantly larger student attrition rate in chemistry than in biology. In each department the attrition rate for women was also significantly larger than the attrition rate for men. The study uncovered different gender issues, in each department, related to the significantly larger attrition rate for women students.

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Section: Conceptual Frameworkmentioning

confidence: 92%

Gender issues related to graduate student attrition in two science departments

Ferreira¹

2003

International Journal of Science Education

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“…Although this achievement gap appears to be narrowing, ethnic minority youth still complete fewer years of school and score lower on most standardized achievement tests than White youth (Ogbu, 1992). This difference is most striking for African American students (Bruschi & Anderson, 1994). However, it is important to note that neighborhood effects loom large in these differences; particularly poverty and the prevalence of single-parent families (Steinberg & Darling, 1994).…”

Section: Childhoodmentioning

confidence: 99%

Ethnicity, Youth Violence, and the Ecology of Development.

Guerra

Williams

2006

Preventing Youth Violence in a Multicultural Society.

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Understanding the relationship between ethnicity and youth violence requires an analysis of specific developmental contexts that can vary by ethnicity. One of the most important developmental contexts for children is the community where they grow up. In the United States and elsewhere, children from certain ethnic groups have disproportionately grown up in neighborhoods characterized by high levels of segregation and disadvantage, as indicated by poverty and inequality (Evans, 2004;Hernandez, 2004;Massey & Denton, 1996;Wilson, 1996). Several aspects of these disadvantaged contexts can interfere with successful adaptations to prosocial behavioral expectations and facilitate the learning, use, and escalation of aggressive, violent, and delinquent behavior during childhood and into adulthood (Sampson & Laub, 2004).Ethnic minority youth often grow up in ecological contexts that have fewer resources to foster the development of protective factors that reduce risk for violence compared with their nonminority peers. Otherwise stated, a child's ethnicity can increase the likelihood that he or she will be raised 17

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“…Specifically, although girls tend to exhibit less environmental knowledge than boys (Gifford et al 1982;Blum 1987) and fall behind boys in science when taught using traditional science programming, females may exhibit higher growth in science knowledge in association with EE programming (Stevenson et al 2013). The third hypothesis emerged from recent research suggesting EE, particularly outdoor versions, may create a learning catch-up effect for underserved students in terms of affect and behavior (Stevenson et al 2013), despite the trend for these students to fall further behind on grades, standardized tests, and STEM performance in most other education interventions (Bachman 1970;Ogbu 1978;Reyes and Stanic 1988;Herring 1989;Whitworth and Barrientos 1990;Bruschi and Anderson 1994). This potential catchup effect may be related to ceiling effects (i.e., students with high initial knowledge levels having less room to improve; Liefländer and Bogner 2014), as underserved students typically have less exposure to nature and outdoor education than other students (Floyd 1999) and, thus, have more room to benefit from nature-based programming (Stevenson et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Reaching Underserved Populations through a Fisheries Education Program

Clark¹,

Pender

Peterson

et al. 2020

Fisheries

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Environmentally literate citizens capable of making informed decisions are essential to successfully managed fisheries. Fisheries‐focused environmental education programs may help build environmental literacy, but experimental evaluations are needed to determine the effectiveness of fisheries education programs. We begin addressing this need with a study of “Shad in the Classroom.” The program engages students in American Shad Alosa sapidissima restoration through rearing and releasing fry. We used a pre/post, treatment (n = 777)/control (n = 57) evaluation during the 2016–2017 academic year. Participation in the program created large improvements in American Shad knowledge between tests (P < 0.001). All students gained knowledge, but African Americans (P < 0.001) and students identifying as “other” races and ethnicities (P = 0.003) fell behind their peers. Shad in the Classroom is an effective tool for teaching children about fisheries management but, may help ethnic minorities the least, suggesting a need to tailor content for diverse students.

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Racial/Ethnic and Gender Differences in Science Achievement of Nine-, Thirteen-, and Seventeen-Year Old Students

Cited by 12 publications

References 0 publications

Gender issues related to graduate student attrition in two science departments

Gender issues related to graduate student attrition in two science departments

Ethnicity, Youth Violence, and the Ecology of Development.

Reaching Underserved Populations through a Fisheries Education Program

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