Mathematics, Science, and Technology in Secondary Schools: Do Gender and Region Make a Difference?
Bibliographic record
Abstract
This study examines possible interaction effects of gender and region (urban vs. rural) on student beliefs about women in math and science, their attitudes towards math and science, and their confidence in the use of technology. A secondary purpose of this study is to examine possible differences in confidence of using technology between high school students who consider math-related or science-related careers and those who do not. The data collected from an anonymous survey of 450 secondary students were analyzed. The results showed interaction effects of gender and region on student beliefs and attitudes. First, the gender differences in students’ beliefs about women in math and science changes significantly depending on the location of the school. Second, when region was considered, significant effects on students’ choice of mathematics- and science-related careers were identified. Urban students, regardless of their gender, were more likely to consider careers related requiring knowledge of science or mathematics than rural students. Résumé : Cette étude examine les effets d’interaction possibles du genre et de la région (la ville ou la banlieue) sur les croyances des étudiants à propos des femmes dans le domaine des mathématiques et des sciences, leurs attitudes envers les mathématiques et les sciences et leur confiance en l’utilisation de la technologie. Un objet secondaire de cette étude consiste à examiner les différences possibles en la confiance en l’utilisation des technologies entre les étudiants du secondaire qui envisagent des carrières dans le domaine des mathématiques ou des sciences et entre les étudiants pour qui ce n’est pas le cas. Nous avons analysé les données recueillies dans le cadre d’un sondage anonyme effectué auprès de 450 étudiants du secondaire. Les résultats ont indiqué des effets d’interaction du genre et de la région sur les croyances et les attitudes des étudiants. Tout d’abord, les différences de genre chez les croyances des étudiants relatives aux femmes en mathématiques et en sciences changent grandement selon l’emplacement de l’école. Ensuite, lorsqu’on tient compte de la région, nous avons observé des effets importants sur le choix par les étudiants de carrière en mathématiques ou en sciences. Les étudiants des villes, peu importe leur genre, envisagent plus souvent des carrières dans les domaines des sciences ou des mathématiques que les étudiants des banlieues.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".