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Gender Equity in College Admission Tests: Understanding the Gap in Scores - Prof. Sydney L, Papers of Creative writing

Chemeketa Community CollegeCreative writing
Prof. Sydney L. Darby

The gender gap in college admission tests, focusing on why females tend to score lower than males. The research question is addressed through supplemental questions that delve into the types of admission tests, the existence and extent of the gender gap in undergraduate and graduate tests, historical context, test formats, and potential explanations such as anxiety, learning styles, and biological differences. The document also discusses the implications of these findings and potential solutions.

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Last name
Note, comment inserts in this paper have altered its margins. Margins should be 1
to 1.25 inches around.
Author’s name
18 October 2006
Darby
Proposal
Gender Equity in College Admission Tests
RESEARCH FOCUSING QUESTION
Why do females tend score lower on college admission tests than men?
SUPPLEMENTAL QUESTIONS
1. How many kinds of admission tests are commonly used by colleges?
2. Is there a gender gap in both undergraduate and graduate admission tests?
3. When did standardized tests become popularly accepted as an admission
requirement?
4. What is the average gender ratio of colleges and universities?
5. What’s the format of the tests? multiple-choice? Essay? Short answer?
6. What studies first called attention to a gender gap in test results? How did they
account for the gap?
7. Have admission tests changed since then? How?
8. How large of a gap is there between male and female test scores?
9. What subjects show the largest gap between male and female results?
10. Is the recent emphasis in interesting females in science and math affecting the
most recent test scores?
11. Some studies suggest that men and women learn differently, so does that also
suggest that they test differently? Is there a “male” bias in the test format and
structure?
12. Do biological differences play a role in how males and females perform on the
tests?
13. What role do social expectations of gender play?
14. Does the gender gap in the tests results reflect a gender inequity in education in
general?
15. What can be done to reduce the gender gap in the test results?
SOURCES
Altermatt, Ellen R. and Ester M. Kim. “Can Anxiety Explain Sex Differences in College
Entrance Exam Scores?” Journal of College Admission 183(2004): 6 – 11.
Retrieved June 10, 2006 from Academic Search Premier. EBSCOHost
Databases Chemeketa Community College Lib. <http://web.ebscohost.com>.
This article points out that though the gender gap in SAT scores is decreasing, it
continues to be significant, and occurs not just with the math section but also on the
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Download Gender Equity in College Admission Tests: Understanding the Gap in Scores - Prof. Sydney L and more Papers Creative writing in PDF only on Docsity!

Note, comment inserts in this paper have altered its margins. Margins should be 1 to 1.25 inches around. Author’s name 18 October 2006 Darby Proposal Gender Equity in College Admission Tests RESEARCH FOCUSING QUESTION Why do females tend score lower on college admission tests than men? SUPPLEMENTAL QUESTIONS

  1. How many kinds of admission tests are commonly used by colleges?
  2. Is there a gender gap in both undergraduate and graduate admission tests?
  3. When did standardized tests become popularly accepted as an admission requirement?
  4. What is the average gender ratio of colleges and universities?
  5. What’s the format of the tests? multiple-choice? Essay? Short answer?
  6. What studies first called attention to a gender gap in test results? How did they account for the gap?
  7. Have admission tests changed since then? How?
  8. How large of a gap is there between male and female test scores?
  9. What subjects show the largest gap between male and female results?
  10. Is the recent emphasis in interesting females in science and math affecting the most recent test scores?
  11. Some studies suggest that men and women learn differently, so does that also suggest that they test differently? Is there a “male” bias in the test format and structure?
  12. Do biological differences play a role in how males and females perform on the tests?
  13. What role do social expectations of gender play?
  14. Does the gender gap in the tests results reflect a gender inequity in education in general?
  15. What can be done to reduce the gender gap in the test results? SOURCES Altermatt, Ellen R. and Ester M. Kim. “Can Anxiety Explain Sex Differences in College Entrance Exam Scores?” Journal of College Admission 183(2004): 6 – 11. Retrieved June 10, 2006 from Academic Search Premier. EBSCOHost Databases Chemeketa Community College Lib. http://web.ebscohost.com. This article points out that though the gender gap in SAT scores is decreasing, it continues to be significant, and occurs not just with the math section but also on the

verbal section of the exam. It suggests that females experience higher test anxiety and offers practical suggestions for reducing it. ---. “Getting Girls De-Stereotyped for SAT Exams.” Education Digest 70.1(2004): 43-

47. Retrieved June 1, 2006 from Academic Search Premier. EBSCOHost Databases Chemeketa Community College Lib. http://web.ebscohost.com. This article indicates that a gender gap in SAT performance is well-documented (males on average scoring higher on SAT tests than females). They found that many students are “aware” of the gender gap before going into the test and that students in one study performed according to their assumptions about gender performance. Students took a mock standardized test for which one group was told that males perform better and a second group was told males and females performed similarly. Both groups’ results coincided with the information about gender they were given prior to the test. “As Boys Slip Behind, Some Feminists Reject Helping Them.” **USA Today Apr. 24,

  1. Retrieved June 10 2006 from Newspaper Source. EBSCOHost Databases Chemeketa Community College Lib. http://web.ebscohost.com. This article suggests that the females are starting to outperform males academically and in admission tests, at least based upon the recent admissions information from the University of North Carolina.** Burton, Leslie A., Debra Henninger and Jessica Hafetz. “ Gender Differences in Relations of Mental Rotation, Verbal Fluency, and SAT Scores to Finger Length Ratios as Hormonal Indexes.” Developmental Neuropsychology 28.1 (2005): 493 -505. Retrieved June 12 2006 from Academic Search Premier. EBSCOHost Databases Chemeketa Community College Lib. < http://web.ebscohost.com>. These authors argue there is a biological basis for why males outperform females on standardized tests. Apparently finger length coincides with hormone exposure in the womb. In a study of 93 women and 43 men, those men and women with “male” characteristic finger length scored higher on test scores than those with characteristic “female” length index fingers. "College Entrance Exams Update." Issues & Controversies On File 12 Mar. 2004. Issues & Controversies @ FACTS.com. Facts On File News Services. 15 June 2006 http://www.2facts.com. This article indicates how heavily colleges rely on entrance examines and summarizes proponents and opponents of the exams. One of the key oppositions to the exam is that “ college-admission tests are traditionally biased along the lines of gender and race, since white males consistently fare better on the exams than other demographic groups.”

more about the causes behind gendered discrepancies in test results and, if the trend is reversing, more about why that is.