Changing Course: The Gender Gap in College Selectivity and Opportunities to Learn in the High School Curriculum
Saved in:
| Title: | Changing Course: The Gender Gap in College Selectivity and Opportunities to Learn in the High School Curriculum |
|---|---|
| Language: | English |
| Authors: | Moller, Stephanie, Stearns, Elizabeth, Southworth, Stephanie, Potochnick, Stephanie |
| Source: | Gender and Education. 2013 25(7):851-871. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Higher Education Postsecondary Education |
| Descriptors: | Gender Differences, Longitudinal Studies, Selective Admission, Academic Achievement, Advanced Placement, High School Students, Prediction, Admission Criteria, Educational Opportunities, Institutional Characteristics, Socioeconomic Status, Outcomes of Education, Regression (Statistics) |
| Assessment and Survey Identifiers: | SAT (College Admission Test) |
| DOI: | 10.1080/09540253.2013.853028 |
| ISSN: | 0954-0253 |
| Abstract: | Gender gaps in learning and education outcomes have changed dramatically over the last few years. However, researchers have not adequately assessed how the high school learning environment differentially affects boys and girls. An important component of the learning environment in US secondary school is the opportunity to learn in an Advanced Placement (AP) curriculum, which allows high school students to do college-level work. Using the US National Education Longitudinal Study 1988-2000, we explain how high school AP curriculum interacts with gender to predict the selectivity of colleges that students attend. The results show that girls and boys who attend high schools with a larger percentage of students in AP curriculum attend more selective colleges (that require higher standardised scores for admissions); yet the positive effect of the opportunity to learn in an AP curriculum is greater for girls than for boys. This research furthers the debate about the effects of school structure on gender stratification. |
| Abstractor: | As Provided |
| Number of References: | 72 |
| Entry Date: | 2014 |
| Accession Number: | EJ1021105 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
