Gender Gap in the National College Entrance Exam Performance in China: A Case Study of a Typical Chinese Municipality

Autor/inn/en	Zhang, Yu; Tsang, Mun
Titel	Gender Gap in the National College Entrance Exam Performance in China: A Case Study of a Typical Chinese Municipality
Quelle	In: Asia Pacific Education Review, 16 (2015) 1, S.27-36 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-014-9351-8
Schlagwörter	Gender Differences; Foreign Countries; College Entrance Examinations; Achievement Gap; Case Studies; Municipalities; Least Squares Statistics; Regression (Statistics); Mathematics Achievement; Chinese; English (Second Language); Second Language Learning; Scores; High School Students; China + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; Aufnahmeprüfung; Case study; Fallstudie; Case Study; Magistrat; Regression; Regressionsanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This is one of the first studies to investigate gender achievement gap in the National College Entrance Exam in a typical municipality in China, which is the crucial examination for the transition from high school to higher education in that country. Using ordinary least square model and quantile regression model, the study consistently finds that the gender difference on average is not significant in mathematics, but is significantly negative (females worse) at the top of the distribution and is significantly positive (females better) in Chinese and English. Negative gender gaps are found among some disadvantaged subgroup such as urban female students with sibling. For students at the bottom of the distribution, boys perform significantly worse than girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01