Effects of Gender on Persistence and Performance in STEM Classes at the Illinois Math and Science Academy
Session Number
Project ID: BHVSO 10
Advisor(s)
Dr. Yana Gallen, University of Chicago
Discipline
Behavioral and Social Sciences
Start Date
17-4-2024 9:20 AM
End Date
17-4-2024 9:35 AM
Abstract
Research into the gender gap in STEM achievement at the collegiate and high school level has shown peer groups to substantially impact performance and retention in advanced STEM classes, particularly affecting the uppermost echelon of achievement groups. This project uses records of student grades from 2009 to 2018 to determine what factors significantly influence the performance of female students in mathematics, physics, computer science, and chemistry courses when measured against their male peers at the Illinois Mathematics and Science Academy. Regression analysis of student grade points based on course subject, gender proportions of course make up, performance in relevant introductory level courses, and comparative performance in English courses were run, producing statistically significant results. Female students perform worse than male students in advanced courses overall, but this difference is largely driven by course selection. Controlling for course name and year, female students perform similarly to male students. However, when controlling for introductory math and English grades, the gender gap in advanced course grades re-emerges, suggesting that female students of higher overall initial ability take advanced courses relative to male students. These patterns are driven by mostly male courses where the gap is three times as large as the overall gap.
Effects of Gender on Persistence and Performance in STEM Classes at the Illinois Math and Science Academy
Research into the gender gap in STEM achievement at the collegiate and high school level has shown peer groups to substantially impact performance and retention in advanced STEM classes, particularly affecting the uppermost echelon of achievement groups. This project uses records of student grades from 2009 to 2018 to determine what factors significantly influence the performance of female students in mathematics, physics, computer science, and chemistry courses when measured against their male peers at the Illinois Mathematics and Science Academy. Regression analysis of student grade points based on course subject, gender proportions of course make up, performance in relevant introductory level courses, and comparative performance in English courses were run, producing statistically significant results. Female students perform worse than male students in advanced courses overall, but this difference is largely driven by course selection. Controlling for course name and year, female students perform similarly to male students. However, when controlling for introductory math and English grades, the gender gap in advanced course grades re-emerges, suggesting that female students of higher overall initial ability take advanced courses relative to male students. These patterns are driven by mostly male courses where the gap is three times as large as the overall gap.