A longitudinal assessment of early acceleration of students in mathematics on growth in mathematics achievement

Early acceleration of students in mathematics (in the form of early access to formal abstract algebra) has been a controversial educational issue. The current study examined the rate of growth in mathematics achievement of accelerated gifted, honors, and regular students across the entire secondary years (Grades 7–12), in comparison to their non-accelerated counterparts. Using data from the Longitudinal Study of American Youth, hierarchical linear models showed that early acceleration had little advantage among gifted students, small advantage among honors students, but large advantage among regular students. Equity issues, especially gender, racial, and socioeconomic equities, are not a concern once regular students were accelerated, but there are serious concerns about racial gaps among honors students and both gender and racial gaps among gifted students once they were accelerated. Schools played an important role in early acceleration, with school context rather than school climate affecting accelerated students. Students, particularly regular students, having high achievement and attending schools with high average achievement were advantageous in early acceleration. Overall, early acceleration of students in mathematics benefits regular students significantly in terms of growth in mathematics achievement.     

Evaluation of a nonintellectual assessment procedure for the early screening of exceptionality

Using a battery of nonintellectual measures with demonstrated validity for the screening of learning disabled and emotionally handicapped pupils, this study evaluated the feasibility of screening for potential educable mentally retarded (EMR) and gifted candidates. The criterion measure used to establish evidence of potential EMR and gifted eligibility was an individually-administered intelligence test. Teacher nominations of pupils they would refer for learning disabled (LD), EMR and gifted evaluation were obtained prior to administration of the screening instruments in a subsample of the participating districts in order to compare IQ criterion groups and screening results with teacher referrals. Results showed that the group of pupils screened by the nonintellectual measures contained 91% of those in the low IQ group (potential EMR) and 86% of those in the high IQ group (potential gifted). By contrast, teacher referrals failed to screen any of those deemed potentially eligible based on IQ criterion scores. The evidence suggests that reliance on conventional methods of teacher referral is inadequate for screening of EMR and gifted pupils, but that screening with the nonintellectual measures demonstrates a promise worthy of wider consideration.     

“Math is Hard!” The effect of gender priming on women’s attitudes

In three studies, we examined the effect of a self-relevant category prime on women’s attitudes towards the gender-stereotyped domains of arts (positively stereotyped) and mathematics (negatively stereotyped). In Study 1, women who were subtly reminded of the category female (Study 1a) or their gender identity (Study 1b) expressed more stereotype consistent attitudes towards the academic domains of mathematics and the arts than participants in control conditions. In Study 2, women who were reminded of their female identity similarly demonstrated a stereotype-consistent shift in their implicit attitudes towards these domains relative to women in a control condition. The potential role of the working self-concept in mediating social category priming effects as well as the practical implications of these findings are discussed.     

Identification of gifted deaf children: a complex but critical educational process.

11 deaf students in a large midwestern school for the deaf were divided into gifted and nongifted groups by ratings of teachers and school administrators. There were six subjects in the gifted group (3 boys and 3 girls) and five subjects in the comparison group (3 boys and 2 girls). There was no statistically significant difference between mean raw scores of the two groups on Raven's Advanced Progressive Matrices. Also, teachers' rankings of the subjects identified as gifted did not correlate significantly with their Raven scores. Identification of gifted deaf students is too complex to be based only on teachers' ratings.     

Evaluating the impact of a third-year careers education programme

The occupational interests, values, and knowledge of third-year pupils undertaking a careers education programme were compared to those of a matched sample of pupils not receiving the programme. Despite the fact that the programme was designed to increase occupational knowledge, broaden interests, and discourage sex-role stereotyping, its main impact was an increase in occupational knowledge. Occupational interests remained stable, with the girls showing a greater preference for traditional female work roles. The pupils were more willing to discuss their ideas with their parents, and were more able to specify a job preference or job expectation for the future.     

The Role of Gender in Young Children’s Selective Trust of Familiar STEM Characters

Female characters are less likely to engage with science, technology, engineering, and math (STEM) content than male characters on young children’s television shows. The current study examined how preschool-aged children’s selective trust of male and female characters to teach STEM differed by child gender, and how trust relates to children’s character identification. Forty-eight 3- to 6-year-old children’s selective trust of male and female characters to teach STEM content, gendered character identification, and personal interest in STEM activities was measured. Boys and girls had similar interest in STEM and had greater identification with same-gender characters. Although boys had significantly greater trust in male characters, girls had similar levels of trust in male and female characters. Overall, children had greater trust of male characters to teach STEM content, but this effect was driven by boys, indicating identification and selective trust are related, but not identical constructs. The discussion considers how representations of female and male characters on television may impact children’s trust of educational media characters to teach STEM.     

Children’s implicit and explicit gender stereotypes about mathematics and reading ability

Study objectives were to clarify children’s gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype measures. Results for the implicit measures showed that children believed their own gender was superior in mathematics ability, and that girls but not boys believed that girls were better in reading. Explicit measures revealed that girls but not boys believed they were superior at math, and that girls and boys believed girls were better readers than boys. Implicit and explicit measures were not related. Results are discussed in relation to previous studies on children’s mathematics and reading gender stereotypes and large scale tests of mathematics and reading achievement. Educational and research implications are discussed.     

DOCUMENTING HUMAN NATURE: E. RICHARD SORENSON AND THE NATIONAL ANTHROPOLOGICAL FILM CENTER, 1965–1980

This article analyzes the development of the National Anthropological Film Center as an outgrowth of the Smithsonian's efforts to promote a multidisciplinary program in “urgent anthropology” during the 1960s and 1970s. It considers how film came to be seen as an ideal tool for the documentation and preservation of a wide range of human data applicable to both the behavioral and life sciences. In doing so, it argues that the intellectual and institutional climate facilitated by the Smithsonian's museum structure during this period contributed to the Center's initial establishment as well its eventual decline. Additionally, this piece speaks to the continued relevance of ethnographic film archives for future scientific investigations within and beyond the human sciences.     

Gifted Females: Are We Meeting Their Counseling Needs?

Academically talented females are likely to aspire to achieve far less than their male cohorts, particularly in the areas of mathematics and science. Several socioculural factors have been identified that create the special problems of the gifted female. The implications of these factors for developing appropriate counseling strategies for intellectually gifted females are discussed.     

Effects of Cooperative Learning on Perceived Status of Male and Female Pupils

Abstract

The effects of cooperative and individualistic learning experiences on the status of male and female American pupils were compared. Expectation states theory predicts that male pupils would have higher status than female pupils and, therefore, be more active and more influential. Social interdependence theory predicts that interaction within cooperative learning groups would result in a process of acceptance characterized by equal status of male and female pupils. Seventy-five sixth-grade boys (n = 43) and girls (n = 32) were randomly assigned to three cooperative conditions and one individualistic condition stratifying for sex, ability level, and original classroom. They participated in the study for 55 min per day for 14 instructional days. Cooperative learning resulted in greater retention and higher level learning than did individualistic learning. Although there were initial achievement differences between boys and girls, and although boys gained in status over girls in the individualistic condition, at the end of the study in the cooperative conditions there were no differences between them in achievement, verbal participation in the group, perceived leadership, and status. These results are consistent with the predictions of social interdependence theory and inconsistent with the predictions of expectation states theory. The results were basically the same in male-majority, female-majority, or equal-sex groups.     

Narcissism,sexual refusal,and aggression: testing a narcissistic reactance model of sexual coercion

Laboratory analog studies investigated the theory that narcissism and reactance contribute to causing rape. In Study 1, narcissism correlated positively with rape-supportive beliefs and negatively with empathy for rape victims. In Study 2, narcissists reported more enjoyment than other men of film depictions that presented consensual, affectionate activity followed by rape (but not in response to either affection or rape alone). In Study 3, narcissists were more punitive than other men toward a female confederate who refused to read a sexually arousing passage aloud to them.     

ON MOTIVATED ROLE SELECTION: GENDER BELIEFS, DISTANT GOALS, AND CAREER INTEREST

Despite widespread changes in occupational opportunities, men and women continue to show divergent preferences for careers. This research invoked a motivational framework to explain sex-differentiated career interest. From a role congruity perspective ( Diekman & Eagly, 2008 ), the internalization of gender roles leads people to endorse gender-stereotypic goals, which then lead to interest in occupations that afford the pursuit of those goals. Three studies provided evidence for the hypotheses. Study 1 found that male- and female-stereotypic careers were perceived to afford different goals. Studies 2 and 3 found that men and women endorsed different goals and that this gender-normative goal endorsement predicted gender-stereotypic career interest. In addition, structural equation modeling (Study 3) indicated that internalization of gender roles fully accounted for sex-differentiated goal endorsement. These findings thus extend the social role theory framework to consider processes related to self-selection into specific social roles.     

Mating interest improves women's accuracy in judging male sexual orientation

People can accurately infer others' traits and group memberships across several domains. We examined heterosexual women's accuracy in judging male sexual orientation across the fertility cycle (Study 1) and found that women's accuracy was significantly greater the nearer they were to peak ovulation. In contrast, women's accuracy was not related to their fertility when they judged the sexual orientations of other women (Study 2). Increased sexual interest brought about by the increased likelihood of conception near ovulation may therefore influence women's sensitivity to male sexual orientation. To test this hypothesis, we manipulated women's interest in mating using an unobtrusive priming task (Study 3). Women primed with romantic thoughts showed significantly greater accuracy in their categorizations of male sexual orientation (but not female sexual orientation) compared with women who were not primed. The accuracy of judgments of male sexual orientation therefore appears to be influenced by both natural variations in female perceivers' fertility and experimentally manipulated cognitive frames.     

Athletic self-concept and mathematics achievement in girls

Several researchers have suggested that girls' mathematics performance may be mediated by an assertive sex role or "masculine interest." The present study made the assumption that girls' athletic self-confidence reflects "masculine interest" so girls' test scores for perceived athletic competence would be related to their mathematics achievement scores. A total of 207 boys and girls in Grades 4, 5, and 6 were tested for their perceived athletic ability using the Athletic Competence subscale of Harter's 1985 Self-perception Profile, and these scores were correlated with their mathematics achievement as measured on the Metropolitan Achievement Test and term grades. A low but significant correlation with Athletic Competence scores was found for girls on both measures of mathematics achievement. Although boys scored higher on the Athletic Competence subscale, there were no sex differences on either measure of mathematics achievement. Results are discussed in terms of both sex-role theory and cognitive development.     

超常儿童心理与教育研究15年

中国超常儿童心理与教育的研究１５年来收获如下：在理论方面：１．超常与常态儿童在不同的认知方面差异的显著性,认知构成的模式特点、及发展趋势均有不同。２．超常儿童的个性倾向和特征具有明显特点,但发展不平衡,表现为３种类型;个性特征与学习成绩相关密切。３．超常儿童的成长过程可概括为４种类型。４．超常儿童心理成分不限于高智力、创造力,还包括良好发展的个性倾向和特征。在应用方面：研究结果在鉴别和教育超常儿童等方面进行了应用和检验。     

Gender Stereotyping in Children's Reports About Educational and Informational Television Programs

Children in the 2nd through 6th grade wrote reports about their favorite educational and informational television programs, and the reports were examined for the presence of gender stereotypes. Children's written reports contained more male than female characters, more male than female pronouns, and more masculine than feminine behaviors. Effects were most pronounced for boys. Over time, preadolescent girls showed a greater preference for educational programs that featured female lead characters, and the girls used more feminine pronouns, behaviors, and expressed a greater range of feelings in their writings about their favorite programs. Girls and boys, however, were more likely to report masculine behaviors for male and female characters. Moreover, gender-stereotyping effects were eliminated for boys who selected a favorite program featuring an adventurous female lead character. Although memories of educational television programs are often gender stereotyped, a few nontraditional programs can drench the audience, providing nontraditional images and models for those who search for them.     

Vocational interests of intellectually gifted and highly achieving young adults

Background. Vocational interests play a central role in the vocational decision‐making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high‐school graduates can be expected. Aims. Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample . N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Köller, Watermann, Trautwein, & Lüdtke, 2004 ). Method. Interests were assessed in participants’ final year at school and again 2 years later (N= 2,318). Results . Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions . At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling.     

Career awareness and personal development: a naturalistic study of gifted adolescent girls' concerns

The role of social interaction and the importance of humor in the development of gifted adolescent females' beliefs about career options are explored in this paper. Findings are based on a qualitative study which utilized participant-observation and interviewing during a four-month career exploration seminar for gifted females. The results of this study indicate that gifted girls experience a unique conflict between expectations directed at gifted students, and their status as females. The use of humor functioned as a coping device to promote relaxation and release tension.     

Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys

An understanding of the differences in the ways in which self-efficacy and interest influence boys’ and girls’ intentions to continue enrollment in mathematics courses may provide insight into how to encourage continued mathematics enrollment for all students. Two competing theoretical models of mathematics self-efficacy and interest in predicting students’ enrollment intentions and achievement were evaluated separately across samples of middle level boys and girls. One model was empirically supported for both groups and indicated the independent influence of self-efficacy and interest in predicting enrollment intentions. Multi-group analyses revealed that self-efficacy’s influence in enrollment intentions and achievement was significantly stronger for boys than for girls, and interest was significantly more important in the prediction of enrollment intentions for girls than for boys.     

不同年级学生数学内隐态度的特点

采用GNAT实验范式,以小学四年级、初一和高一学生为被试,探讨了中小学生数学内隐态度的年级差异。结果发现,小四、初一和高一学生的数学内隐态度存在显著差异;男生和女生的数学内隐态度差异不显著。表明数学内隐态度存在年级差异但不存在性别差异。