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Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling
ARTICLE

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International Journal of Educational Development Volume 32, Number 1 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls’ disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls’ school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls’ schools in Hong Kong. We find that a gendered social structure prevalent in both societies.

Citation

Kim, D.H. & Law, H. Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling. International Journal of Educational Development, 32(1), 92-103. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2011.02.009

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