The Relationship Between Gender and Math/Science Achievement
The question as to whether there are gender differences in mathematics and science achievement, remains unanswered. While some findings indicate that there are differences, it is unclear whether these differences are actually gender or age-specific or whether they are due to differences in attitudes or opportunities for math and science (Manning, 1998; Lee, 2002). The further effect of ethnicity on these findings is also unknown (Dimitrov, 1999). It remains unclear how to best assist today's diverse group of students with mathematics and science learning, since findings related to gender and ethnicity and these subjects are inconclusive.
Previous research findings showed that: fourth-grade males had higher average mathematics achievement scores than fourth-grade females, however for grades eight and twelve, male and female scores were not significantly different; males and females in grades fourth and eighth had similar science achievement scores; and males had higher scores than females in the twelfth grade. Studies have theorized that gender differences related to preferences for mathematics and science, which may or may not be affected by ethnicity or current ethnic diversity in public schools, may be affecting these achievement scores. Research findings have demonstrated that when ethnicity and gender were not factors related to opportunity in math and science, there were no gender or ethnicity achievement differences (Baker & Jones, 1993; Manning, 1998; Lee, 2002). It is therefore important to establish and understand relationships between factors such as gender, ethnicity, and mathematics and science achievement scores.
The rationale for this study's research questions related to possible gender differences in mathematics and science achievement, is based on the findings which have shown differences between males and females regarding mathematics a...