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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN 印刷: 1072-8325
ISSN オンライン: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v3.i4.40
pages 265-277

PARTICIPATION IN AN ALL-FEMALE ALGEBRA I CLASS: EFFECTS ON HIGH SCHOOL MATH AND SCIENCE COURSE SELECTION

Bonnie S. Wood
Science Department, University of Maine at Presque Isle
Lorrie A. Brown
Behavioral Science Department, University of Maine at Presque Isle

要約

Grade 9 females at a rural Maine high school were assigned by the high school's computerized scheduling program to either an all-female or to a mixed-sex College Algebra I class. The authors interviewed both sets of students when they reached grade 12 and examined their academic records after they graduated from high school. Data were combined from students in four separate graduating classes. Two-sample t tests and two-proportion Z tests indicate no significant differences in math and science course selection during high school between girls who participated in an all-female College Algebra 1 class (intervention group) and girls who participated in a regular mixed-sex College Algebra I class (nonintervention group). An analysis using an independent samples t test based on difference scores from repeated measures of Maine Educational Assessment (MEA) math scores of a subsample of these students, however, showed a statistically significant difference between the two groups. The intervention group demonstrated a greater gain in the math score between grades 8 and 11 than the nonintervention group.


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