Gender differences in individual variation in academic grades fail to fit expected patterns for STEM
Rose E. O’Dea; Malgorzata Lagisz; Michael D. Jennions; Shinichi Nakagawa · 2018 · Nature Communications
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
Fewer women than men pursue careers in science, technology, engineering and mathematics (STEM), despite girls outperforming boys at school in the relevant subjects. According to the 'variability hypothesis', this over-representation of males is driven by gender differences in variance; greater male variability leads to greater numbers of men who exceed the performance threshold. Here, we use recent meta-analytic advances to compare gender differences in academic grades from over 1.6 million students. In line with previous studies we find strong evidence for lower variation among girls than boy
Abstract by Rose E. O’Dea; Malgorzata Lagisz; Michael D. Jennions; Shinichi Nakagawa, Nature Communications (2018) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.1038/s41467-018-06292-0