个人内部学术优势中的性别平等悖论:跨时间分析
Marco Balducci1, Marie-Pier Larose1, Gijsbert Stoet2
1INVEST Research Flagship Centre, University of Turku.
Psychological science
|September 10, 2024
概括
女孩在阅读方面表现出色,男孩在数学/科学方面表现出色,这是一个跨国稳定的模式. 这种学术优势的性别平等悖论对减少科学,技术,工程和数学 (STEM) 领域的性别差异产生了影响.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 个体内部的学术优势显示了性别差异:女孩通常在阅读方面表现出色,而男孩更喜欢数学或科学.
- 这些差异与教育和职业差异有关,特别是在科学,技术,工程和数学 (STEM) 领域.
- 性别平等悖论表明,这些性别差异在更多的性别平等国家更大,尽管它的稳定性仍在争论中.
研究的目的:
- 评估性别平等悖论在个人内部学术优势中的稳定性.
- 检查个人内部优势,性别平等和国家财富之间的关系.
- 分析减少STEM领域性别差异的影响.
主要方法:
- 分析了近250万青少年的学业成绩数据.
- 在85个国家和地区利用了国际学生评估计划 (PISA) 的五个浪潮 (2006-2018).
- 对阅读,数学和科学相对于整体成绩的个人内强项进行了检查.
主要成果:
- 女孩在阅读方面的个人内强度和男孩在数学和科学方面的强度在不同国家和评估波中保持稳定.
- 男孩在科学中的优势作为个体内优势在性别平等较高的国家更为明显.
- 女孩在阅读方面的优势作为个体内优势在富裕国家更为明显.
结论:
- 这项研究证实了性别差异在不同国际背景下的个人内部学术优势的稳定性.
- 研究结果强调了性别平等,国家财富和这些学术优势的表现之间的复杂相互作用.
- 这些结果为开发有针对性的干预措施提供了关键的见解,以减轻STEM教育和职业生涯中的性别差异.
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