GENDER DIFFERENCES IN MIDDLE GRADE SCIENCE ACHIEVEMENT - SUBJECT DOMAIN, ABILITY LEVEL, AND COURSE EMPHASIS

This study used base-year data from a large and nationally representat ive data base (NELS:88) to identify some important explanatory factors for gender differences in science performance. Middle school science classes were selected for study because students have little choice ov er their coursework at this level. By separating a standardized test o f general science achievement into its life science and physical scien ce domains, we documented a large advantage for boys on the subtest of physical science and a modest advantage for girls in life science. Im portantly, in physical science, the disadvantage for girls is more pro nounced for the most able students, Explanations for these gender diff erence focus on laboratory experience. Only about 25% of eighth grader s' science classes provide laboratory experiences at least weekly, and these experiences are more common in stand-alone middle schools enrol ling more affluent students. Such laboratory experiences are especiall y beneficial for girls' achievement in physical science, but not boys' . We conclude that these results argue for increasing experiential and hands-on learning in middle school science classes-particularly in th e physical sciences-as a means to promote gender equity in science ach ievement at this important educational level. The study has implicatio ns for the underrepresentation of women in physical science careers. ( C) 1996 John Wiley & Sons, Inc.