Gender Gaps in Science and Mathematics Performance: A Paradox?

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Data Quality and Equity Implications for Data Use Practice

Abstract

Gender gaps in science and mathematics achievement have been debated. While some studies have shown these gaps widen as students advance in grade levels, some have mentioned these gaps can be reduced if students are exposed to appropriate instructional strategies. We analyzed six-years of provincial assessment test scores for grades 3, 6, and 9 students to examine whether there are gaps in the science and mathematics achievement of students and track how these gaps vary as students progressed through the school system. We observed instances of interaction between gender and year. We found small gender gaps in favor of boys, mostly in grade 3. Girls improved and were able to catch up with the boys in grades 6 and 9.

Authors

• Oluwabunmi Olakanmi, University of Alberta

• Zhaorui Chen, University of Alberta

• Carrie Demmans Epp, University of Alberta