Girls started with lower interest in science than boys but gained significantly more, resulting in equal post-intervention interest¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Girls' interest in science was significantly lower than boys' prior to the intervention, but girls' gain in interest was slightly but significantly higher than boys', resulting in equal interest after the intervention. → Annelies Raes 2013

Evidence¶

Annelies Raes 2013¶

Annelies Raes, Tammy Schellens, and Bram De Wever. (2013). Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2013.836656

q3 · i? · causal · r1

Multilevel Model 1 results for interest in science. The Girl coefficient on pretest interest was −0.17 (p < .05) and Girl × Gain in Interest was 0.12 (p < .01), narrowing the gender gap to equality post-intervention.

"A main effect of gender regarding students' interest in science prior to the intervention was found, indicating that girls' interest in science was significantly lower than that reported by boys. However, we also found a significant main effect for gender regarding improvement in interest in science after the intervention. Girls' gain in interest was slightly, but significantly, higher than that of boys"

Discussion¶

Related Claims¶

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• Gender-interest stereotypes create a gender gap in interest in a computer science activity: girls, but not boys, show lower interest when the stereotype is present — related
• Experimentally labeling a novel activity with a gender-interest stereotype causes 8-year-old girls to report lower interest and choose it less often — related
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• Web-based collaborative inquiry produces a small but significant improvement in students' interest in science — related