Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling

被引：12
作者：
Kim, Doo Hwan [1 ]
Law, Helen [1 ]
机构：
[1] Chinese Univ Hong Kong, Dept Sociol, Shatin, Hong Kong, Peoples R China
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT | 2012年 / 32卷 / 01期
关键词：
Maths gender gap; South Korea; Hong Kong; Single-sex schooling; Gendered curriculum; Gender stratification hypothesis; COEDUCATIONAL HIGH-SCHOOLS; SOCIOECONOMIC-STATUS; ACHIEVEMENT; MATHEMATICS; ATTITUDES; EDUCATION; OPPORTUNITIES; BELIEFS; PARENTS; SCIENCE;
D O I：
10.1016/j.ijedudev.2011.02.009
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls' disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls' school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls' schools in Hong Kong. We find that a gendered social structure prevalent in both societies. (C) 2011 Elsevier Ltd. All rights reserved.
引用
收藏
页码：92 / 103
页数：12
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