Share via Email Researchers found that when girls perform poorly in math and science, the cause is environmental. Once again the cause for poor performances is said to be environmental.
Reading- ages 9 light gray13 dark grayand 17 black. Debate on the origins of the racial achievement gap[ edit ] Researchers have not reached consensus about the causes of the academic achievement gap ; instead, there exists a wide range of studies that cite an array of factors, both cultural and structural, that influence student performance in school.
Annette Lareau suggested that students who lack middle-class cultural capital and have limited parental involvement are likely to have lower academic achievement than their better resourced peers. Based on the National Center for Educational Statistic about half of African American male students grew up in single-parent households.
They are associated with higher incidences of poverty, which leads to poorer educational outcomes Child Trends Databank, Researchers concerned with the achievement gap between genders cite biological differences, such as brain structure and development, as a possible reason why one gender outperforms the other in certain subjects.
For example, a Virginia Tech Study conducted in examined the brains of children and found that different areas of the brain develop in a different sequence in girls compared to boys.
Other researchers have argued that there is no significant difference in inherent cognitive ability between different races that could help to explain the achievement gap, and that environment is at the root of the issue. While results differ depending on the instrument, estimates of the black-white gap range from slightly less than half a standard deviation to slightly more than 1 standard deviation.
Children who score poorly on tests of cognitive skills before starting kindergarten are highly likely to be low performers throughout their school careers. African American culture and family structure[ edit ] Further information: African American culture and African-American family structure Achievement gaps between African American students and White students in online classes tend to be greater than regular class.
Possible cause might be the differences in socio-economic status Palmer et al. The culture and environment in which children are raised may play a role in the achievement gap. Jencks and Phillips argue that African American parents may not encourage early education in toddlers because they do not see the personal benefits of having exceptional academic skills.
As a result of cultural differences, African American students tend to begin school with smaller vocabularies than their white classmates. The differences are qualitative as well as quantitative, with differences in "unique" words, complexity, and "conversational turns.
Many children who are poor, regardless of race, come from homes that lack stability, continuity of care, adequate nutrition, and medical care creating a level of environmental stress that can affect the young child's development. As a result, these children enter school with decreased word knowledge that can affect their language skills, influence their experience with books, and create different perceptions and expectations in the classroom context.
Students from single-parent homes often find it difficult to find time to receive help from their parent.
Similarly, some Hispanic students have difficulty getting help with their homework because there is not an English speaker at home to offer assistance. Poverty, coupled with the environment they are raised in, can lead to shortcomings in educational achievement.
Despite strong standards and beliefs in education, Hispanic children consistently perform poorly, reflected by a low average of math and reading scores, as compared to other groups except African American. There is a common misconception that Hispanic parents are not involved in their child's education and fail to transmit strong educational values to their children.
However, there is evidence that Hispanic parents actually hold their children's education in high value. The majority of Hispanic children are affected by immigration. It affects recent immigrants as well as the children of immigrants.
A study explored the unique situation and stressors recent Latin American immigrants face. Hispanic students showed lower academic achievement, more absences, and more life stressors than their counterparts.
This can be problematic because children may not have parents who speak English at home to help with language acquisition.
Immigration struggles can be used as a motivator for students. They immigrated and sacrificed their lives so their children can succeed, and this framework is salient in encouraging children to pursue their education. Parents use their struggles and occupation to encourage a better life.
For example, parental involvement in elementary school has been shown to lower high school dropout rates and improved on time completion of high school. Many argue that standardized IQ tests and other testing procedures are culturally biased toward the knowledge and experiences of the European-American middle class.
According to this theory, this produces test anxiety and keeps them from doing as well as they could on tests. According to Steele, minority test takers experience anxiety, believing that if they do poorly on their test they will confirm the stereotypes about inferior intellectual performance of their minority group.
As a result, a self-fulfilling prophecy begins, and the child performs at a level beneath his or her inherent abilities. As some researchers point out, minority students may feel little motivation to do well in school because they do not believe it will pay off in the form of a better job or upward social mobility.
Structural and institutional factors[ edit ] Different schools have different effects on similar students. Children of color tend to be concentrated in low-achieving, highly segregated schools.Researchers found that when girls perform poorly in math and science, the cause is environmental.
Photograph: Martin Shields/Alamy There was bad news from the Organization for . The power and glory of science and engineering is that they are, adamantly, evidencebased, but the evidence of gender bias in math and science is flimsy at best, and the evidence that women are.
The gender gap report produced by the international team of scholars in , indicated that such countries, as Iceland, Norway, Finland, Sweden, basically achieved gender equity. It is also illustrated these countries also were shown to be leaders that promote women’s leadership in management.
Despite research efforts and statistical data backing up the notion that girls are falling behind in math and science, there still continues to be significant gender-based achievement gaps that are perpetuated by “insidious gender lessons, micro-inequities that chip away at girls’ achievement and self-esteem” (Sadker & Sadker, ).
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Debunking Myths about Gender and Mathematics Performance Jonathan M. Kane and Janet E. Mertz G ender differences in mathematics participation rate, mean and high-end performance, and variance in dis-tribution of performance have been reported on numerous occasions. The reasons for these findings have been the subject of much debate.