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The Effects of Gender-Biased Academi...

O'Grady, Christina E. Barnes,

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The Effects of Gender-Biased Academic Achievement and Student-Perceived Teacher Support in High School Mathematics /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Gender-Biased Academic Achievement and Student-Perceived Teacher Support in High School Mathematics // Christina E. Barnes O'Grady.
作者:	O'Grady, Christina E. Barnes,
面頁冊數:	1 electronic resource (147 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31335334
ISBN:	9798383192153

The Effects of Gender-Biased Academic Achievement and Student-Perceived Teacher Support in High School Mathematics /
O'Grady, Christina E. Barnes,

The Effects of Gender-Biased Academic Achievement and Student-Perceived Teacher Support in High School Mathematics /Christina E. Barnes O'Grady. - 1 electronic resource (147 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

The gender gap in mathematics achievement has been shown to cause a discrepancy for women in higher-earning mathematics and science-related professions. This study aimed to determine the relationship between high school students' perceptions of teacher support in their mathematics classes, gender, and academic success. A self-report instrument focused on students' perceptions of teacher support in their mathematics class and five open-ended questions focused on students' experiences based on gender were administered to 23 high school students at an online public charter school in Maine. The survey contained student perceptions of teacher support, teacher academic press, and self-reported engagement. Student outcome measures in mathematics achievement were measured during the fall semester, and student demographic variables were collected. The results, as measured by Measure of Teacher Support and Student Engagement - Student Report, found that students' perception of teacher support was not related to the student's biological sex and did not impact their mathematics achievement scores. The limitations of this study included the nature of student self-reports. Students may not have accurately answered the survey and open-ended questions. Students may have overreported how engaged they were in their mathematics classes. Students may have underestimated how much support they received in their mathematics classes. Future research should focus on the difference between binary-defined genders and non-binary genders. A student's perception of teacher support may differ based on identifying with a non-conforming gender.

English

ISBN: 9798383192153Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Gender stereotypes

The Effects of Gender-Biased Academic Achievement and Student-Perceived Teacher Support in High School Mathematics /
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520 $a The gender gap in mathematics achievement has been shown to cause a discrepancy for women in higher-earning mathematics and science-related professions. This study aimed to determine the relationship between high school students' perceptions of teacher support in their mathematics classes, gender, and academic success. A self-report instrument focused on students' perceptions of teacher support in their mathematics class and five open-ended questions focused on students' experiences based on gender were administered to 23 high school students at an online public charter school in Maine. The survey contained student perceptions of teacher support, teacher academic press, and self-reported engagement. Student outcome measures in mathematics achievement were measured during the fall semester, and student demographic variables were collected. The results, as measured by Measure of Teacher Support and Student Engagement - Student Report, found that students' perception of teacher support was not related to the student's biological sex and did not impact their mathematics achievement scores. The limitations of this study included the nature of student self-reports. Students may not have accurately answered the survey and open-ended questions. Students may have overreported how engaged they were in their mathematics classes. Students may have underestimated how much support they received in their mathematics classes. Future research should focus on the difference between binary-defined genders and non-binary genders. A student's perception of teacher support may differ based on identifying with a non-conforming gender.
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