Patterns of Achievement by Gender in School Science
There has been ongoing debate as to the extent of gender differences in science achievement, as well as gender differences in access to science education and science-related carees, in both developed and developing countries. This paper examines the enrollment patterns and achievement levels in science and mathematics of pupils attending schools in Trinidad and Tobago, as well as in the English-speaking Caribbean. The purpose was to determine if, and at what levels, gender stratification exists, and whether there are gender differences in achievement. The data suggest that more boys than girls are accessing science and mathematics at the secondary level, but with the exception of mathematics, there are no gender differences in science achievement.
Full text of the article: PDF
The article appears in the following issue(s):