數理與科學教育的性別差異之探討

Gender Difference in Mathematics and Science Education

黃幸美(Hsing-Mei Huang)

《婦女與兩性學刊》 6期 (1995/04) Pp. 95-135

https://doi.org/10.6255/JWGS.1995.6.95

摘要

兩性能力的差異程度，近年來漸有縮小的趨勢。此種能力差異的轉變，顯示社會結構與教育經驗因素影響的重要性。在兩性教育機會均等的時潮下，數理科學專業領域成就與發展上，男性優於女性的現象猶存。
針對兩性在數理科學成就與教育的性別差異現象，本文以文獻分析方式，探討男女生在一般認知能力、數理科學成就與興趣態度上的差異；並討論社會結構和教育經驗因素，對兩性學習與成就差異的影響。
綜合相關文獻之探討，分析結果如下：
(1)兩性在一般認知能力上無顯著差異，其爲質的差異甚於量的差異。
(2)兩性在數理科學上的成就與興趣態度，有男性優於女性的現象。
(3)社會結構潛存的性別刻板意識，及女性在科技專業領域發展時的負向經驗，影響女性追求數理科學學習的成就動機。
(4)受到社會結構因素的影響，在家庭教育與學校教育經驗的提供方面，對男生數理科學成就的鼓勵與教育投入程度多於女生。
根據研究之發現，及現存可能影響女性數理科學成就發展的問題，提出具體建議，作爲促進兩性平等教育之參考。

關鍵字

數理科學 ； 成就 ； 兩性差異 ； 教育

並列摘要

There is a decrease in gender differences in learning abilities over the past few years. Social structure and educational experience are major contributing factors to this change in gender differences. However, given equal educational opportunity, males still have a higher scholarly achievement in mathematics and sciences than females.
Based on a literature review. the following issues are discussed: 1) Gender differences in general learning abilities, acheivement in and attitude toward mathematics and sciences;2)The effects of social structure and educational experience on such gender differences.
This paper concludes that:1)There is no significant difference in terms of learning abilities. The difference tends to be more of a qualitative than quantitative nature.2)Males tend to have a more favorable attitude toward mathematics and sciences and perform better than females.3)The built-in sex-role stereotype in our social structure and female experiences of professional development in science and technology have a negative effect on their performance and motivation to advance themselves.4)Under the Influence of social structure, males receives more encouragement and resource allocation in mathematics and science education both in the family and at school.
On the bases of the research results, suggestions are made to enhance gender equality in mathematics and science education.

並列關鍵字

mathematics and science ； achievement ； gender differences ； education