数学における男女格差の急速な出現
P Martinot1,2, B Colnet3, T Breda4
1University Paris Cité, Paris, France. pauline.martinot.dlm@gmail.com.
Nature
|June 11, 2025
まとめ
260万人を超えるフランス人学生を対象に 4年間に渡って行われた研究では 男女間の数学成績の格差が 学校の初学年で明らかになったことがわかりました 男の子を好むこの格差は,年齢ではなく,学校教育に関連しているようで,早期教育を強調しています.
科学分野:
- 教育心理学
- 発達心理学
- 社会言語学
背景:
- 数学におけるジェンダーの格差は 世界的な問題です
- 幼少期は男女間の数学における 類似した基礎知識を示しています
- "女の子は数学が苦手"といった 社会文化的なステレオタイプが 格差を助長すると考えられています
研究 の 目的:
- 数学の成績におけるジェンダーの格差の発生と進行を調査する.
- このジェンダー格差の発展のタイミングと背景 (学歴と年齢) を決定する.
- 介入の重要な時期として学校教育の初期段階を特定する.
主な方法:
- 縦断的な評価は4年間にわたって行われます.
- フランス語1年生と2年生 (2653082人) を含む.
- 家族,クラス,学校の種類,社会経済的レベルを考慮して,数学と言語のパフォーマンスの分析.
主要な成果:
- 男の子と女の子は学校の入学時に同じ数値を示しました.
- 男の子を好む男女の格差は 4ヶ月の学校教育後に明らかになった.
- 性差は年齢によってではなく,学歴によって増加し,1年後に効果の大きさは ~0.20でした.
- 結果は様々な人口統計的要因に一致した.
結論:
- 数学におけるジェンダー格差の出現に 重要な時期とされています
- この格差の主な要因は 学歴ではなく 年齢です
- この結果は,数学におけるジェンダーの格差を防ぐための介入に 焦点を当てた目標を提供します.
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