| Catherine Riegle-Crumb
NORC, University of Chicago
Levels of gender inequality in math and science: The influence of objective and subjective factors
The lower math and science achievement of girls relative to boys and the subsequent under-representation of women in math and science college majors is a worldwide concern. Using data from the Third International Mathematics and Science Survey (TIMSS), this project considers several simultaneous levels of influence on the gender gap in math and science, including national and school-level policies and norms, as well as the influence of students' individual experiences. This project will also address the issue of whether girls' achievement, both at different levels of analysis and for different student populations, is consistently improved by subjective and relational factors, or whether objective and rational factors are also important. Some research suggests that girls' math and science achievement is influenced by their own attitudes and interests, as well as school environments that emphasize the relevance of the subjects and take them out of an abstract context. However, other research suggests that girls may be propelled by hard work and rigorous experiences, and are more encouraged by school environments where standards are clear and objective, and the same for all students. To utilize the various levels of TIMSS data, as well as address the relevant issue of complex sampling design, hierarchical linear modeling (HLM) will be employed. The Level 1 analyses will consider the influence of students' own behaviors and attitudes, the Level 2 analyses will consider the effect of school policies and procedures, and the Level 3 analyses focuses on the influence of national policies and norms on gender inequity in math and science education. Thus, by simultaneously considering variation in achievement for different groups of students, and at the individual, school, and national level, this project has the capacity to provide a wealth of information about how to most effectively address the issue of gender inequity in math and science achievement.
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