Exploring the gender gap in mathematics and science from the score distribution of PISA: Lessons learned from gifted education teachers’ perspective

Abstract

ABSTRACT This paper addresses how there are still issues with students’ performance due to the gender gap in the STEM area. The researchers first analyzed 2012 and 2018 PISA data in Taiwan. They found that the gender difference is polarized. There are more boys than girls at the high score level, this phenomenon is global. Then the researchers used this analysis as a protocol and conducted focus group interviews with 28 gifted education teachers to explore the gender issue of teaching gifted students. From their perspective, the influences of gender stereotypes and gender issues reflected the psychosocial challenges for both genders. The focus groups also developed a potential action plan to improve science learning for both genders. Later, a follow-up survey found the participating teachers reported they used positive approaches in their daily teaching practices after they joined the focus group interviews.