Some blog followers be interested in a recent discussion-list post
“Gender Issues in Science/Math Education (GISME) #2” [Hake (2012)]. The abstract reads:
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ABSTRACT: PhysLrnR’s Bernard Cleyet initiated a thread “Discrimination in physics ed,” which had grown to 11 posts at http://bit.ly/Lbb4kZ (scroll down) on 31 May 2012 16:25-0700. Regarding gender discrimination in math and science education, some subscribers might be interested in “Gender Issues in Science/Math Education (GISME)” [Hake & Mallow (2008)] at http://bit.ly/gXdrvR (8.6 MB) and http://bit.ly/fBTzqV (4.9 MB), even though it’s now somewhat dated.
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To access the complete 7 kB post please click on http://bit.ly/JQfd1V.
Richard Hake, Emeritus Professor of Physics, Indiana University
rrhake@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake
GooglePlus: http://bit.ly/KwZ6mE
REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 31 May 2012.]
Hake, R.R. 2012. “Gender Issues in Science/Math Education (GISME) #2,” online on the OPEN! AERA-L archives at http://bit.ly/JQfd1V. Post of 31 May 2012 17:03:37-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are also being transmitted to several discussion lists.
Showing posts with label GISME. Show all posts
Showing posts with label GISME. Show all posts
Thursday, May 31, 2012
Friday, November 4, 2011
Re: Professional Role Confidence and Gendered Persistence in Engineering
Some blog followers might be interested in “Re: Professional Role Confidence and Gendered Persistence in Engineering” [Hake (2011)].
The abstract reads:
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ABSTRACT: Robert Fuller of the PhysLrnR list referenced an Inside Higher Ed report on “Professional Role Confidence and Gendered Persistence in Engineering” [Cech et al. (2011)] and asked in his subject line “How relevant is this to physics?” In my opinion:
a. YES! -Cech et al. (2011)] IS relevant to physics. According to Berrett (2011): “Cech et al. suggest that the findings about professional-role confidence may be relevant in other fields in which women are historically underrepresented, including physical science and medical specialties such as surgery.”
b. A companion piece “Professional Role Confidence and Gendered Persistence in Physics” could be probably be extracted from the resources in “Gender Issues in Science/Math Education (GISME)” [Hake & Mallow (2008) at http://bit.ly/gXdrvR (8.5 MB) and http://bit.ly/fBTzqV (4.8 MB)].
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To access the complete 11 kB post please click on http://bit.ly/vtdY62 .
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which
Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
REFERENCES [All URL’s shortened by http://bit.ly/ and accessed on 4 Nov 2011.]
Berrett, D. 2011. "Lack of Confidence as Professionals Spurs Women to Leave Engineering, Study Finds." The Chronicle of Higher Education, 25 October; online at http://bit.ly/vFNSWC.
Cech, E., B. Rubineau, S. Silbey, and C. Seron. 2011. “Professional Role Confidence and Gendered Persistence in Engineering,” American
Sociological Review 76 (5): 641.
Hake, R.R. 2011. “Re: Professional Role Confidence and Gendered Persistence in Engineering” online on the OPEN! AERA-L archives at http://bit.ly/vtdY62. Post of 4 Nov 2011 14:45:16-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to several discussion lists.
The abstract reads:
************************************************
ABSTRACT: Robert Fuller of the PhysLrnR list referenced an Inside Higher Ed report on “Professional Role Confidence and Gendered Persistence in Engineering” [Cech et al. (2011)] and asked in his subject line “How relevant is this to physics?” In my opinion:
a. YES! -Cech et al. (2011)] IS relevant to physics. According to Berrett (2011): “Cech et al. suggest that the findings about professional-role confidence may be relevant in other fields in which women are historically underrepresented, including physical science and medical specialties such as surgery.”
b. A companion piece “Professional Role Confidence and Gendered Persistence in Physics” could be probably be extracted from the resources in “Gender Issues in Science/Math Education (GISME)” [Hake & Mallow (2008) at http://bit.ly/gXdrvR (8.5 MB) and http://bit.ly/fBTzqV (4.8 MB)].
************************************************
To access the complete 11 kB post please click on http://bit.ly/vtdY62 .
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which
Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
REFERENCES [All URL’s shortened by http://bit.ly/ and accessed on 4 Nov 2011.]
Berrett, D. 2011. "Lack of Confidence as Professionals Spurs Women to Leave Engineering, Study Finds." The Chronicle of Higher Education, 25 October; online at http://bit.ly/vFNSWC.
Cech, E., B. Rubineau, S. Silbey, and C. Seron. 2011. “Professional Role Confidence and Gendered Persistence in Engineering,” American
Sociological Review 76 (5): 641.
Hake, R.R. 2011. “Re: Professional Role Confidence and Gendered Persistence in Engineering” online on the OPEN! AERA-L archives at http://bit.ly/vtdY62. Post of 4 Nov 2011 14:45:16-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to several discussion lists.
Monday, October 3, 2011
Twenty-three Suggestions of Books For a Boys Education Book Club
Some blog followers might be interested in “Twenty-three Suggestions of Books For a Boys Education Book Club” [Hake (2011)]. The abstract reads:
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ABSTRACT: POD’s Cynthia Desrochers, in a post “A book on boys?” requested suggestions for a “good Book Group book to read in a
College of Education on boys, specifically, on their school difficulties, pK-12+,” and mentioned that she was familiar with Boys Adrift [Sax (2007)] and The Trouble with Boys [Tyre (2008)]. PODers O'Sullivan and Clemente suggested a few more books and possible sources of books from which I derived 4 more book titles. I add 17 more for a total of 23 references.
These 23 constitute only a fraction of the books that might be appropriate for a Boys Education Book Club. Others may wish to add their own recommendations.
Gender differences in education is a facet of gender issues in education generally, and also “Gender Issues in Science/Math Education
(GISME)” [Hake & Mallow (2008): Part 1 http://bit.ly/gXdrvR (8.5 MB); Part 2 http://bit.ly/fBTzqV (4.8 MB)]; see especially the Part 2 topics:
E. Gender & Spatial Visualization,
F. Harvard President Summers' Speculation on Innate Gender Differences in Science and Math Ability,
K. Is There a Female Science? - Pro & Con,
L. Schools Shortchange Girls (or is it Boys)?,
M. Sex Differences in Mathematical Ability: Fact or Artifact?
*********************************************
To access the complete 21 kB article please click on http://bit.ly/oDDHfB.
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which
Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
“It may still be a man’s world. But it is no longer, in any way, a boy's. From his first days in school, an average boy is already developmentally two years behind the girls in reading and writing. Yet he’s often expected to learn the same things in the same way in the same amount of time. While every nerve in his body tells him to run, he has to sit still and listen for almost eight hours a day. Biologically, he needs about four recesses a day, but he's lucky if he gets one, since some lawsuit-leery schools have banned them altogether.”
Michelle Conlin (2003)
REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 02 Oct 2011.]
Conlin, M. 2003. “The New Gender Gap: From kindergarten to grad school, boys are becoming the second sex,” Business Week, May 26; online at http://buswk.co/ppJx4L .
Hake, R.R. 2011. “Twenty-three Suggestions of Books For a Boys Education Book Club” online on the OPEN! AERA-L archives at http://bit.ly/oDDHfB . Post of 2 Oct 2011 19:16:29-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.
*********************************************
ABSTRACT: POD’s Cynthia Desrochers, in a post “A book on boys?” requested suggestions for a “good Book Group book to read in a
College of Education on boys, specifically, on their school difficulties, pK-12+,” and mentioned that she was familiar with Boys Adrift [Sax (2007)] and The Trouble with Boys [Tyre (2008)]. PODers O'Sullivan and Clemente suggested a few more books and possible sources of books from which I derived 4 more book titles. I add 17 more for a total of 23 references.
These 23 constitute only a fraction of the books that might be appropriate for a Boys Education Book Club. Others may wish to add their own recommendations.
Gender differences in education is a facet of gender issues in education generally, and also “Gender Issues in Science/Math Education
(GISME)” [Hake & Mallow (2008): Part 1 http://bit.ly/gXdrvR (8.5 MB); Part 2 http://bit.ly/fBTzqV (4.8 MB)]; see especially the Part 2 topics:
E. Gender & Spatial Visualization,
F. Harvard President Summers' Speculation on Innate Gender Differences in Science and Math Ability,
K. Is There a Female Science? - Pro & Con,
L. Schools Shortchange Girls (or is it Boys)?,
M. Sex Differences in Mathematical Ability: Fact or Artifact?
*********************************************
To access the complete 21 kB article please click on http://bit.ly/oDDHfB.
Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which
Recognize the Invention of the Internet (PEDARRII)
rrhake@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake
“It may still be a man’s world. But it is no longer, in any way, a boy's. From his first days in school, an average boy is already developmentally two years behind the girls in reading and writing. Yet he’s often expected to learn the same things in the same way in the same amount of time. While every nerve in his body tells him to run, he has to sit still and listen for almost eight hours a day. Biologically, he needs about four recesses a day, but he's lucky if he gets one, since some lawsuit-leery schools have banned them altogether.”
Michelle Conlin (2003)
REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 02 Oct 2011.]
Conlin, M. 2003. “The New Gender Gap: From kindergarten to grad school, boys are becoming the second sex,” Business Week, May 26; online at http://buswk.co/ppJx4L .
Hake, R.R. 2011. “Twenty-three Suggestions of Books For a Boys Education Book Club” online on the OPEN! AERA-L archives at http://bit.ly/oDDHfB . Post of 2 Oct 2011 19:16:29-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.
Monday, February 8, 2010
Gender Issues in Science/Math Education (was Girls and Boys math scores)
Some blog followers might be interested in a post of the above title [Hake (2010b)]. The abstract reads:
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ABSTRACT: In a previous post “Re: “Girls and Boys math scores” [Hake (2010a)], I pointed to Jim Clark's (2010) TIPS (Teaching in the Psychological Sciences) discussion-list reference to “Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis” [Else-Quest, Hyde, & Linn (2010)], that showed no overall difference in averages between males and females on measures of math achievement. However, I neglected to mention Clark's reference to “The science of sex differences in science and mathematics” [Halpern, Benbow, Geary, Gur, Hyde, & Gernsbacher (2007a)], who wrote: “Stanley, who studied mathematically precocious youth for decades, explained that 25 years ago there were 13 boys for every girl who scored above 700 on the SAT-M at age 13. Now the ratio is only 2.8:1, which is a precipitous drop that has not been widely reported in the news media. According to Stanley, 'It's gone way down as women have had the opportunity to take their math earlier' (quoted in Monastersky (2005). . . . For further references in this area see “Gender Issues in Science/Math Education [Mallow & Hake (2008)].
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To access the complete 17 kB post please click on http://groups.yahoo.com/group/Net-Gold/message/31814 .
REFERENCES [Tiny URL's courtesy http://tinyurl.com/create.php.]
Else-Quest, N.M., J.S. Hyde, & M.C. Linn. 2010. “Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis,” Psychological Bulletin 136 (1): 103-127; online http://www.apa.org/pubs/journals/releases/bul-136-1-103.pdf (160 kB).
Hake, R.R. & J.V. Mallow. 2008. "Gender Issues in Science/Math Education (GISME)": Over 700 Annotated References & 1000 URL's:
*Part 1 - All References in Alphabetical Order
http://www.physics.indiana.edu/~hake/GISME-5t-Part1.pdf (8.5 MB);
*Part 2 - Some References in Subject Order
http://www.physics.indiana.edu/~hake/GISME-5t-Part2.pdf (4.8 MB).
Because periodic updates of GISME necessitate changing the URL's, an address that will always work is "Reference 55 at http://www.physics.indiana.edu/~hake/." The abstract is also online at http://hakesedstuff.blogspot.com/2008/11/gender-issues-in-sciencemath-education.html with a provision for comments.
Part 2 subjects are:
a. Affirmative Action;
b. Constructivism: Educational and Social;
c. Drivers of Educational Reform and Gender Equity: Economic Competitiveness and Preservation of Life on Planet Earth;
d. Education and the Brain;
e. Gender and Spatial Visualization;
f. Harvard [Ex-] President Summers' Speculation on Innate Gender Differences in Science and Math Ability;
g. Hollywood Actress Danica McKellar's Book "Math Doesn't Suck";
h. Interactive Engagement;
i. International Comparisons;
j. Introductory Physics "Curriculum S" (for Synthesis);
k. Is There a Female Science? - Pro & Con;
l. Schools Shortchange Girls (or is it Boys?)
m. SEX DIFFERENCES IN MATHEMATICAL ABILITY: FACT OR ARTIFACT;
n. Status of Women at MIT.
Hake, R.R. 2010a. “Re: Girls and Boys math scores,” online on the OPEN! TIPS archives at http://www.mail-archive.com/tips%40fsulist.frostburg.edu/msg00123.html . Post of 06 Feb 2010 20:15:51-0800 to Math-Learn, Math-Teach, PhysLrnR, & TIPS.
Hake, R.R. 2010b. “Gender Issues in Science/Math Education (was Girls and Boys math scores)” online at http://groups.yahoo.com/group/Net-Gold/message/31814 . Post of 7 Feb 2010 3:22 pm EST to AERA-L, Net-Gold, and PhysLrnR. The abstract is also being transmitted to various discussion lists.
Halpern, D.F., C.P. Benbow, D.C. Geary, R. Gur, J.S. Hyde, & M.A. Gernsbacher. 2007a. “The science of sex differences in science and mathematics,” Psychological Science in the Public Interest 8: 1-51; contains a large set of references; online at http://www.vanderbilt.edu/Peabody/SMPY/ScienceSexDifferences.pdf (880 kB).
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