Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses.

Area of Science:

• STEM Education
• Higher Education
• Gender Studies

Background:

• Gender disparities in academic performance persist in science fields.
• Understanding the impact of learning environments on these disparities is crucial for equity.

Purpose of the Study:

• To investigate gender-based performance gaps in undergraduate biology and chemistry.
• To identify specific learning environment attributes that moderate gender performance differences.

Main Methods:

• Meta-analysis of 169 undergraduate biology and chemistry courses.
• Analysis of published studies and unpublished data.
• Examination of factors like class size, assessment type, and pedagogy.

Main Results:

• No overall gender performance gap detected.
• Larger class size, exam-based assessments, and traditional lectures were associated with lower grades for women.
• Pedagogical and environmental factors significantly moderated performance differences based on gender.

Conclusions:

• While no overall gap exists, specific instructional practices can disadvantage women in STEM.
• Recommendations for promoting gender equity in science education include adapting class size, assessment methods, and teaching strategies.
• Further research is needed to refine equitable pedagogical approaches in natural science courses.