Classroom Study of Values Affirmation Reducing the Gender Achievement Gap in College Science : A
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Reducing the gender achievement gap in college science: a classroom study of values affirmation.
In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized doub...
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Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, ...
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Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been p...
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