Predicting sex differences in performance on the SAT I quantitative section: how content and stereotype threat affect achievement
Year: 2006
Type: dissertation
Abstract: Males consistently outperform females on the SAT-I quantitative section by about one third of a standard deviation.Previous research suggests this is due to a complex mix of biological, sociological, and psychological factors.This study examines 12th-grade male and female performance on NAEP items and uses this data to predict performance gaps on the SAT-I quantitative section.Study results suggest that sex differences in performance are due not only to the construction of the test, but also the environment in which the exam is administered.This research has far-reaching implications for the design and administration of standardized mathematics tests, which have historically exhibited large gaps in performance between the sexes.This research has implications in particular for the SAT, which is used for determining admission to many colleges and the awarding of scholarships.v Table of Contents List of Figures…………………………………………………………………………...viii Chapter 1: Introduction……………………………………………………………………1 Chapter 2: Review of the Relevant Literature…………………………………………….4 Gaps in performance between the sexes…………………………………………..4 Possible reasons for divergence in performance…………………………………..5 Biological………………………………………………………………….5 Sociological………………………………………………………………..7 Differences between the sexes' performance in particular mathematical content areas and problem types…………………………………………..9 Differences in use of mathematical problem-solving strategies………………....11 Stereotype threat's effect on performance……………………………………….12The effects of priming stereotype threat…………………………………16 How Dweck's motivation theory modulates the effects of stereotype threat………………………………………………….19 Differences in strategies used by males and females under conditions of stereotype threat…………………………………..21 How cognitive capacity and cognitive interference interact with stereotype threat……………………………………………22 How stereotype threat affects performance on problems of varying difficulty levels………………………………………28 How the format and context of the testing instrument can affect performance….30What differential item functioning can show about gender bias/impact on standardized tests…………………………………………………......31 Differences in DIF findings for gender subgroups in content areas, for abilities, and at varying complexity levels……………33 History of the SAT and its present validity in predicting college success……….33Using National Assessment of Educational Progress item analyses to predict performance differences between males and females………..36
Author: Bryan Nankervis
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1818759920