academic performance and self-assessed skills€¦ · bdd bcc bbb baa ba+a+ gff gdd gcc gbb gaa...
TRANSCRIPT
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Academic Performance and Self-Assessed Skills: Vanishing gender
gaps?
Victor Thiessen
Academic Director, ARDC
Dept. of Sociology and Social Anthropology
Dalhousie University
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♦ In a comparative cross-national assessment, USA students ranked first for self-perceived math ability and South Korea last, whereas in actual performance, South Koreans ranked first and the USA close to last (Educational Testing Service, 1992)
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The data: 2000 YITS 18-20♦ Based on Statistics
Canada LFS♦ Excludes Yukon,
NWT, Nunavut♦ Response rate: 80.9%
♦ N = 22,378♦ Normalized weighted
analyses
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Self-reported skill assessment
♦How would you rate your…– Ability to use a computer (C)– Writing abilities (W)– Reading abilities (R)– Oral communication abilities (O)– Ability to solve new problems (P)– Mathematical abilities (M)
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Percentage of young adults who rate their skills as excellent
7.414.2mathematical abilities
7.713.4problem solving abilities
17.115.8oral communication abilities
25.219.3reading abilities
16.112.2writing abilities
8.516.4using a computer
FemalesMalesPercent "excellent" in…
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Highest grade and level of high school math and language classes
37.334.954.044.7Gr. 12 University
12.112.911.015.2Gr. 12 General
24.422.64.45.6<12 University
26.229.630.634.6<12 General
FemaleMaleFemaleMale
MathLanguage
Highest grade and level of…
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Mean marks in mathematics and language
3.043.033.403.11Gr. 12 University
2.912.843.042.71Gr. 12 General
2.962.902.972.52<12 University
2.722.693.232.76<12 General
FemaleMaleFemaleMaleGrade and level
MathLanguage
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Mean math skills relative to other skill domains
-0.48-0.32problem solving abilities
-0.69-0.26oral communication abilities
-1.00-0.40reading abilities
-0.75-0.11writing abilities
-0.14-0.01computer abilities
FemalesMalesMath skills relative to…
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Map of human capital skills
The structure of human capital skills
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-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
c1
c2
c3
c4
c5w1
w2
w3
w4
w5
r1r2
r3
r4
r5
o1 o2o3
o4
o5
p1
p2
p3
p4
p5
m1
m2
m3
m4
m5
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-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
c1
c5w1
w5
r1
r5
o1
o5
p1
p5
m1
m5
Biplot of human capital skills
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-0.7 -0.2 0.3 0.8
Volume
Com
posi
tion
(Num
eric
vs
verb
al)
1F
1D
1C
1B
1A
1A+
2F
2D
2C
2B
2A
2A+
3F
3D
3C
3B
3A
3A+
4F
4D
4C4B
4A
4A+
1F 1D 1C
1B
1A
1A+
2F
2D
2C2B
2A2A+
3F
3D
3C
3B
3A
3A+
4F
4D
4C
4B
4A
4A+
Perceived skills in relation to language marks
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-0.5 0.0 0.5
Volume
-1.0
-0.5
0.0
0.5
1.0
Com
posi
tion
(num
eric
vs.
ver
bal)
b1F
b1Db1C
b1B
b1A
b1A+
b2Fb2D
b2C
b2B
b2A
b2A+
b3F
b3D
b3C
b3B
b3A
b3A+
b4F
b4D
b4C
b4B
b4A
b4A+
g1Fg1Dg1C
g1B
g1A
g1A+
g2Fg2D
g2C
g2B
g2A
g2A+
g3Fg3D
g3C
g3Bg3A
g3A+
g4F
g4D
g4C
g4B
g4A
g4A+
Perceived skills in relation to math marks
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-1 .0 -0 .5 0 .0 0 .5 1 .0
V o lum e
-2
-1
0
1
Com
posi
tion
b FF
b DDb CC
b B B b A A
b A +A +
g FF
g DD g CCg B B
g A A
g A +A +
b FF
b FDb FC
b FB
b FA
b FA +
b DF
b DD
b DCb DB
b DAb DA +
b CF
b CDb CC
b CB
b CA
b CA +
b B Fb B Db B C
b B B
b B A
b B A +
b A F
b A Db A C
b A B
b A A
b A A +
b A +Fb A +D
b A +C
b A +B b A +A
b A +A +
g FF
g FD
g FC
g FB
g FA
g FA +
g DF
g DD
g DC
g DB
g DA
g DA +
g CF
g CD
g CC
g CB
g CA
g CA +
g B F
g B D
g B Cg B B
g B A
g B A +
g A F
g A Dg A Cg A B
g A A
g A A +
g A +Fg A +D
g A +C g A +B g A +A
g A +A +
Perceived skills by math and language marks
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Math mark = language markMath=Language
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
F
DC
B A
A+
FD C
BA
A+
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Combination of marksMath grade F
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
F
D CB
A
A+FD
C
BA
A+
Math grade D
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
FD
C BA A+
F
DC
B
AA+
Math grade C
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
FDC
B
A
A+
FD
C
B
A
A+
Math grade B
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
F DCB
A
A+
F
D
CB
A
A+
Math grade A
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
FD C B
A
A+
FDC B
A
A+
Math grade A+
VolumeC
ompo
sitio
n-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01 FD
CB A
A+FD
C B AA+
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Summary: Cognitive map
♦Human capital skills differ by volume and composition
♦Numeric and linguistic skills are independent of each other
♦ In between are problem solving and computer skills
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Correspondence between actual and perceived locations♦There is a correspondence
– It is not one-to-one♦Teacher assessments are crucial♦Language marks affect perception of
volume and composition of skills for females, but only volume for males
♦Math marks affect both volume and composition for both genders
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Gender and human capital skills
♦ Gender differences in perceived numeric skills are NOT due to:– Women being less likely to take math courses– Women taking less advanced math courses– Women getting lower marks in math courses
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So why the gendered map?
♦Young women are superior in language♦Young women differentiate between their
various skills♦There is a pervasive gender stereotype♦Young women are more modest♦Young women are somewhat less likely to
discount a failing mark
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Implications: That which is perceived as real is real in its consequences
♦Gender differences in post-secondary educational programs
♦Gender segregation of occupations♦School counseling must be based on
performance rather than perception♦Occupational guidance should NOT be
based on inventory of skills and aptitudes
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Next steps
♦Use cycle 3 data to assess:– Educational pathways taken by young men and
women• Are self-assessed skills independently related to the
decision to pursue PSE?
– Field of study chosen• Do the lower self-assessed quantitative skills
translate into young women avoiding fields that require math skills?