Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses

Autor/inn/en	Martinez, Sylvia; Guzman, Stephanie
Titel	Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses
Quelle	In: Hispanic Journal of Behavioral Sciences, 35 (2013) 3, S.407-427 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986313495495
Schlagwörter	Gender Differences; Racial Differences; Ethnicity; Secondary School Mathematics; Secondary School Science; High School Students; Learner Engagement; Self Disclosure (Individuals); Multivariate Analysis; Minority Group Students; Student Surveys; Student Educational Objectives; Expectation; Educational Experience; Rating Scales; Social Class; Scores; Parent Background; Extracurricular Activities; Peer Groups; Working Hours; Difficulty Level; Achievement Rating + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Rassenunterschied; Ethnizität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Multivariate Analyse; Schülerbefragung; Expectancy; Erwartung; Bildungserfahrung; Rating-Skala; Social classes; Soziale Klasse; Elternhaus; Außerunterrichtliche Aktivität; Gleichaltrigengruppe; Peer Group; Hours of work; Arbeitszeit; Schwierigkeitsgrad; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung
Abstract	While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and racial/ethnic differences in self-reported levels of challenge, a measure of student engagement, while students are in math and science courses. Results from multivariate regression analyses indicate that boys report similar levels of engagement while in math and science classes, but girls do not. While Black female students report lower levels of challenge in math classes, Latina girls report lower levels of challenge while in science class in comparison to other racial/ethnic groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10