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The Effect of Math SAT on Women's Chemistry Competency Beliefs

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Title: The Effect of Math SAT on Women's Chemistry Competency Beliefs
Authors: Vincent-Ruz, Paulette (ORCID 0000-0002-8244-8700), Binning, Kevin, Schunn, Christian D., Grabowski, Joe
Source: Chemistry Education Research and Practice. Jan 2018 19(1):342-351.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 10
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Science Instruction, Females, Chemistry, Sciences, College Entrance Examinations, Mathematics Tests, Competence, Beliefs, Mathematical Aptitude, College Students, Mathematics Skills, Gender Differences, Academic Achievement, Multiple Regression Analysis, Predictor Variables, College Science, Student Surveys, Statistical Analysis
Assessment and Survey Identifiers: SAT (College Admission Test)
DOI: 10.1039/c7rp00137a
ISSN: 1756-1108
Abstract: In chemistry, lack of academic preparation and math ability have been offered as explanations as to why women seem to enroll, perform, and graduate at lower levels than men. In this paper, we explore the alternative possibility that the gender gap in chemistry instead originates from differential gender effects of academic factors on students' motivation. Using a sample of approximately 670 students enrolled in a mid-sized university in the United States we conducted: (1) t-tests to understand incoming academic differences between freshman students by gender, (2) regression analysis to determine which academic and attitudinal factors predict success in General Chemistry 1, and (3) a mediation analysis to understand the underlying mechanisms of how academic performance affects students' beliefs about their competency in chemistry, which in turn has an effect on chemistry achievement. We demonstrate the importance of math ability as a contributor to chemistry achievement, but further that ability differences in math are important because they affect students' chemistry competency beliefs. Critically, this link between ability and competency beliefs is stronger for women than men. These results suggest that interventions geared towards improving women's chemistry competency beliefs could have an important influence in improving their achievement in the classroom, and in consequence reduce the gender gap in chemistry
Abstractor: As Provided
Number of References: 62
Entry Date: 2018
Accession Number: EJ1166655
Database: ERIC
FullText Text:
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  Data: The Effect of Math SAT on Women's Chemistry Competency Beliefs
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  Data: <searchLink fieldCode="AR" term="%22Vincent-Ruz%2C+Paulette%22">Vincent-Ruz, Paulette</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8244-8700">0000-0002-8244-8700</externalLink>)<br /><searchLink fieldCode="AR" term="%22Binning%2C+Kevin%22">Binning, Kevin</searchLink><br /><searchLink fieldCode="AR" term="%22Schunn%2C+Christian+D%2E%22">Schunn, Christian D.</searchLink><br /><searchLink fieldCode="AR" term="%22Grabowski%2C+Joe%22">Grabowski, Joe</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Chemistry+Education+Research+and+Practice%22"><i>Chemistry Education Research and Practice</i></searchLink>. Jan 2018 19(1):342-351.
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  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
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  Data: Y
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  Data: 10
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1039/c7rp00137a
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  Data: 1756-1108
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  Data: In chemistry, lack of academic preparation and math ability have been offered as explanations as to why women seem to enroll, perform, and graduate at lower levels than men. In this paper, we explore the alternative possibility that the gender gap in chemistry instead originates from differential gender effects of academic factors on students' motivation. Using a sample of approximately 670 students enrolled in a mid-sized university in the United States we conducted: (1) t-tests to understand incoming academic differences between freshman students by gender, (2) regression analysis to determine which academic and attitudinal factors predict success in General Chemistry 1, and (3) a mediation analysis to understand the underlying mechanisms of how academic performance affects students' beliefs about their competency in chemistry, which in turn has an effect on chemistry achievement. We demonstrate the importance of math ability as a contributor to chemistry achievement, but further that ability differences in math are important because they affect students' chemistry competency beliefs. Critically, this link between ability and competency beliefs is stronger for women than men. These results suggest that interventions geared towards improving women's chemistry competency beliefs could have an important influence in improving their achievement in the classroom, and in consequence reduce the gender gap in chemistry
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        Value: 10.1039/c7rp00137a
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        StartPage: 342
    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Females
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      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Sciences
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Competence
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      – SubjectFull: Beliefs
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      – SubjectFull: SAT (College Admission Test)
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      – TitleFull: The Effect of Math SAT on Women's Chemistry Competency Beliefs
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