Sentences with phrase «girls about math»
New research suggests that the way we talk to school - aged girls about math puts them off, implying that it's better suited for their male counterparts.
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Girls, for example, now make up about half of the enrollment in high - school science and math classes and are scoring almost identically to their male classmates on standardized tests.
And third of all, if L'Oreal wants to join the feminist movement for real, how about they begin by not perpetuating the stereotype that girls are so bad at math and science that they'll go out and buy a product that promises to «millionize» their eyelashes.?
''... If L'Oreal wants to join the feminist movement for real, how about they begin by not perpetuating the stereotype that girls are so bad at math and science that they'll go out and buy a product that promises to «millionize» their eyelashes.?
They both informed me that they «hate school,» the older girl going on to elaborate exactly what it is she hates about school: «Our math class is 50 minutes long.
But on visiting each of the three classrooms, I brightened — seeing the joy and hope on the girls» faces as they talked about what they loved studying (e.g., Amharic, English, science, math), what they hoped to be (e.g., pilot, doctor, engineer, driver, teacher, community mentor for BiruhTesfa), and what the best / worst parts of their days are (unanimously, best = being at school, worst = work hours).
The purpose of this article is to examine the facts about the achievement gap between girls and boys with respect to math and science.
Recent psychological research suggests that girlifying science may not be the best way to get girls thinking about careers in science, technology, engineering, and math (also called «STEM»).
Mary's comment, the wittiest line in the film, shows that the girl knows more about life than math.
The girls were getting stuck in a couple of areas regarding the standard, and were developing negative feelings about math and about themselves as mathematicians.
Research has also demonstrated that poorer mathematics achievement is associated with anxiety about maths and that young girls are more likely to underperform in a maths task if their mothers» endorse negative gender stereotypes (Carey, Hill, Devine, & Szὕcs, 2016; Tomasetto, Alparone, & Cadinu, 2011).
The post-adolescent math performance bumps associated with more daylight prior to school are about the same for boys and girls alike.
I've collected some videos to ignite your imagination about what girls can do in science, technology, engineering, and math — when given opportunities and encouragement.
Third, classroom observers have argued that the pressure to be feminine makes girls unenthusiastic about math.
They were full of candid insights about what makes a project motivating and why girls shouldn't hesitate to pursue science, technology, engineering, and math.
The new practice guide by the National Center for Education Research, Encouraging Girls in Math and Science, offers five recommendations for educators in order to strengthen girls» beliefs about their abilities in math and science, spark and maintain greater interest in these subject areas, and build associated skGirls in Math and Science, offers five recommendations for educators in order to strengthen girls» beliefs about their abilities in math and science, spark and maintain greater interest in these subject areas, and build associated skgirls» beliefs about their abilities in math and science, spark and maintain greater interest in these subject areas, and build associated skills.
As Richard indicates, gendered assumptions about literacy are at the heart of the problem, in much the same ways that gendered assumptions about science and math have inhibited girls» persistence and achievement in these areas.
After years of concern that girls were being shortchanged in male - dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril.
If you look at math test scores in other countries, you see that the gender gap at the high end is not a universal phenomenon: In Iceland, Thailand, Indonesia, and the U.K., girls and boys score at about the same levels in the 95th and 99th percentiles: (click chart for larger image)
In state after state, boys are slipping behind girls in math scores on state exams — which steps on all the conventional wisdom about boys excelling in math — while falling far behind girls in reading.
(After all, how excited should we be about the chemistry teacher with great student test scores if the girls stop taking elective math and science courses after being in her class?)
Research tells us that students — both boys and girls — who have a strong self - concept about their abilities in math and science are more likely to choose and perform well in elective math and science courses and to pursue math - and science - related majors.
English pupils about to take their GCSEs are strongest in science, just above average for reading (with girls outstripping boys) and at risk of leaving low achievers behind in maths, results from the Programme for International Student Assessment (PISA) tests show.
Three seventh - grade girls at a private school on the Upper East Side find themselves on a scavenger hunt wrapped in clues about religion, literature, and math, with a museum - quality treasure at its end.
Up until about grade six, girls» performance in science and math are on par with that of boys, but during adolescence girls» test scores and level of expressed interest declines.