Was bedeutet es für den Geschlechterunterschied in der Mathematikkompetenz bei PISA, wenn dem Schulsystem leistungsschwache Jungen verloren gehen?

Salchegger, Silvia; Suchań, Birgit

doi:10.1007/s35834-017-0190-7

Cited by 4 publications

(5 citation statements)

References 20 publications

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“…To the best of our knowledge, no previous study has empirically investigated this hypothetical relationship between school enrollment and gender achievement gaps. Salchegger and Suchań (2018) did, however, follow the same argument in a simulation analysis. They proceeded from the observation that boys had a large mean advantage over girls in the PISA 2015 mathematics test in Austria and suggested that this might relate to the higher proportion of male out-of-school teenagers compared to female ones.…”

Section: Linked By Design: Gender Gaps In School Enrollment and Schoo...mentioning

confidence: 64%

The Link between Gender Gaps in School Enrollment and School Achievement

Steinmann¹,

Rutkowski²

2023

Comparative Education Review

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Usually, gender gaps in school enrollment and achievement are investigated as separate facets of gender inequality in education. This study suggests that they might be linked by design. If boys and girls differ in their school enrollment rates, the student population will be gender biased. Since out-of-school adolescents tend to be less advantaged than in-school ones, school-based large-scale assessments effectively compare a more fully represented group of one gender with a less represented and more advantaged group of the other one. This should shift student gender achievement gaps so that they favor the latter group. In country-level regression models using data from all PISA cycles, we indeed found evidence of a small, negative association between gender gaps in secondary school enrollment and gender gaps in student achievement. This finding is robust across different achievement domains and specifications. We discuss the study's limitations and implications for applied research with PISA data. The Link between Gender Gaps in School Enrollment and School AchievementIn the field of education, gender differences in school enrollment and in school achievement represent two key facets of gender inequality. Both are crucial, since school enrollment is a prerequisite for participating in formal education and school achievement is intrinsically linked to students' actual learning success. These two gender gaps are also addressed in the United Nations' Sustainable Development Goal of quality education, which promises to "[b]y 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes" (United Nations 2015, 19). In previous research, gender gaps in enrollment and achievement were usually investigated as two separate dimensions of gender-related educational inequalities. As outlined below, this study focuses on the link between these gender gaps. Global School Enrollment Gender Gaps at the Primary and Secondary School LevelSince being enrolled in school is crucial for learning, school attainment, societal participation, and access to the labor market, policy makers across the world have long sought to increase enrollment rates and reduce gender differences in enrollment (e.g., OECD 2015; Quintini and Martin 2014; UNESCO 2019; World Economic Forum 2019). As illustrated in Figure 1, these political efforts appear to have been successful: Primary and secondary school enrollment rates increased over the last 30 years in lower and higher income countries. For the most part, gender gaps in school enrollment have also decreased. In low-and lower-middle-income countries, however, boys have retained average enrollment advantages at primary school level; in low-income countries this also applies at the secondary school level. Across upper-middle and high-income countries, boys' and girls' primary school enrollment rates are currently very high and almost equal. At the secondary school level, girls have higher average enrollment rat...

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Section: Linked By Design: Gender Gaps In School Enrollment and Schoo...mentioning

confidence: 64%

The Link between Gender Gaps in School Enrollment and School Achievement

Steinmann¹,

Rutkowski²

2023

Comparative Education Review

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“…A first strand comprises the small literature comparing the productivity of a grade of schooling across countries (Singh, 2019[1]; Jones et al, 2014[2]), and the more extensive literature that quantifies the grade gain based on longitudinally-linked assessments, within a single education system (Prenzel et al, 2006 [3]; Nagy et al, 2017[4]; Andrabi et al, 2011 [5]; Chetty, Friedman and Rockoff, 2014 [6]; Kane and Staiger, 2008[7]). Among the former comparative studies, several contributions have previously used cross-sectional data from PISA (as in the present study) or from other international large-scale assessments to identify the contribution of schooling to the grade gain.…”

Section: Related Literaturementioning

confidence: 99%

“…All statistical inference accounts for this complex sample design through resampling methods (replicate weights used to this end are provided with PISA databases). 3 While PISA data provide a common metric for learning outcomes across education systems that vary significantly in their structure and curricula, they typically are collected over a short data collection period from a single cohort of students (defined by a 12-month window in birthdates). In light of this limited variation, PISA data cannot be readily used to identify the progress that students make from one grade to the next, around the age of 15.…”

Section: Datamentioning

confidence: 99%

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The learning gain over one school year among 15-year-olds

2021

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…In the European Union, women are underrepresented in senior academic positions (EU, 2012), and larger numbers of board members in European and U.S. companies are represented by men (Backus et al, 2016). Although women and men do not differ considerably in their skills and abilities (see Hyde et al, 1990), aptitude tests have painted a different picture with respect to test performance (see Mau and Lynn, 2001): Analyses have revealed cross-national sex differences in performances on college and aptitude tests (Else-Quest et al, 2010; Salchegger and Suchan, 2018). Whereas in general differences in verbal ability and writing tests favor girls (Reilly et al, 2018), differences in math tests favor boys (Reilly et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

How Do Men and Women Perceive a High-Stakes Test Situation?

2018

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The results of some high-stakes aptitude tests in Austria have revealed sex differences. We suggest that such discrepancies are mediated not principally by differences in aptitudes, skills, and knowledge but sex differences in test takers' perceptions of the test situation. Furthermore, previous research has indicated that candidates' evaluations of the fairness of the testing tool are of great importance from an institutional point of view because such perceptions are known to influence an organization's attractiveness. In this study, we aimed to investigate how women and men perceive and evaluate certain aspects of a high-stakes test situation by using the results and evaluations of an actual medical school aptitude test (747 applicants; 59% women). Test takers voluntarily evaluated the test situation and rated specific aspects of it (e.g., the fairness of the selection tool) and provided information regarding their test anxiety immediately after they completed the 4-h test. Data analyses indicated small, albeit significant sex differences in participants' perceptions of the test. Men described the test situation as slightly giving more opportunity to socialize and possessing more opportunity to deceive than women did. Furthermore, the perception of the test situation did not directly predict the test results, but it served as a moderator for the indirect effect of test anxiety on test results. By contrast, there were significant direct effects but no indirect effects of situation perception on evaluations of the fairness of the selection tool: The more the test situation was perceived as a high-pressure situation, the lower the fairness ratings of the testing tool. Results were discussed with reference to gender roles and test fairness.

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Was bedeutet es für den Geschlechterunterschied in der Mathematikkompetenz bei PISA, wenn dem Schulsystem leistungsschwache Jungen verloren gehen?

Cited by 4 publications

References 20 publications

The Link between Gender Gaps in School Enrollment and School Achievement

The Link between Gender Gaps in School Enrollment and School Achievement

The learning gain over one school year among 15-year-olds

How Do Men and Women Perceive a High-Stakes Test Situation?

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