Gender Breakdown of STEM Achievement at IMSA: Analysis of Student Grades from 2012-2016
Session Number
Project ID: BHVSO 07
Advisor(s)
Dr. Yana Gallen; University of Chicago
Discipline
Behavioral and Social Sciences
Start Date
19-4-2023 10:35 AM
End Date
19-4-2023 10:50 AM
Abstract
Research into STEM achievement for female students at the collegiate and high school level has shown that peer groups have a substantial impact on both performance and retention in high level STEM classes. The central question of this project is what factors significantly influence the performance of female students when measured against their male peers at IMSA, with a specific focus on math and physics courses. This project determines the extent to which student grades are impacted by various factors using publicly available records of student grades from the 2012-2016 academic years. Regression analysis of student grade points in individual courses as well as course type were run and demonstrated significant differences between male and female students. Additionally, course make up (percentage male vs female) and student grade level were assessed, also producing significant results. The conclusions from this project can inform future research into IMSA student performance and policy changes to address disparities in performance and enrollment.
Gender Breakdown of STEM Achievement at IMSA: Analysis of Student Grades from 2012-2016
Research into STEM achievement for female students at the collegiate and high school level has shown that peer groups have a substantial impact on both performance and retention in high level STEM classes. The central question of this project is what factors significantly influence the performance of female students when measured against their male peers at IMSA, with a specific focus on math and physics courses. This project determines the extent to which student grades are impacted by various factors using publicly available records of student grades from the 2012-2016 academic years. Regression analysis of student grade points in individual courses as well as course type were run and demonstrated significant differences between male and female students. Additionally, course make up (percentage male vs female) and student grade level were assessed, also producing significant results. The conclusions from this project can inform future research into IMSA student performance and policy changes to address disparities in performance and enrollment.