Journal articles: 'Sex differences in education'

1

Brown, Gwen. "Taking sex differences seriously." Academic Questions 18, no. 2 (June 2005): 85–88. http://dx.doi.org/10.1007/s12129-005-1009-x.

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2

Sutherland, Margaret B. "Sex Differences in Education: an overview." Comparative Education 23, no. 1 (January 1987): 5–9. http://dx.doi.org/10.1080/0305006870230102.

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3

Breslav, G. M., and B. I. Khasan. "Sex Differences and School Education Today." Russian Education & Society 35, no. 8 (August 1993): 76–86. http://dx.doi.org/10.2753/res1060-9393350876.

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4

Halpern, Diane F. "Sex differences in intelligence: Implications for education." American Psychologist 52, no. 10 (October 1997): 1091–102. http://dx.doi.org/10.1037/0003-066x.52.10.1091.

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5

Williams, Sue W., and Elizabeth M. Blunk. "Sex Differences in Infant-Mother Attachment." Psychological Reports 92, no. 1 (February 2003): 84–88. http://dx.doi.org/10.2466/pr0.2003.92.1.84.

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A sex difference in security of infant attachment was found in a sample of 52 infant-mother dyads. The infants were enrolled in early care and education programs within a predominantly small-town geographic area in the southwest. Security of attachment was assessed using the Strange Situation procedure. Male infants (76%) were significantly more likely to be securely attached than female infants (39%). No other variables related to the infants' early care and education experience or mothers' age, race, marital status, and education were significantly associated with infants' attachment status.

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McGeown, Sarah P., and Amy Warhurst. "Sex differences in education: exploring children’s gender identity." Educational Psychology 40, no. 1 (July 17, 2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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7

Ekehammar, Bo. "Sex Differences in Socio‐political Attitudes Revisited∗." Educational Studies 11, no. 1 (January 1985): 3–9. http://dx.doi.org/10.1080/0305569850110101.

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8

Spear, Margaret. "Sex Differences in Written Work: a rejoinder." British Educational Research Journal 17, no. 2 (January 1991): 147–48. http://dx.doi.org/10.1080/0141192910170205.

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9

Seng, Leonard Yong Mee. "Creativity and Sex Differences in Malaysian Pupils." Singapore Journal of Education 11, no. 2 (January 1991): 62–67. http://dx.doi.org/10.1080/02188799108547673.

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10

Greenfield, Teresa AráMbula. "Sex differences in science museum exhibit attraction." Journal of Research in Science Teaching 32, no. 9 (November 1995): 925–38. http://dx.doi.org/10.1002/tea.3660320905.

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11

Perna, Laura W. "Sex Differences in Faculty Salaries: A Cohort Analysis." Review of Higher Education 24, no. 3 (2001): 283–307. http://dx.doi.org/10.1353/rhe.2001.0006.

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12

Hartley, James. "Sex Differences in Handwriting: a comment on Spear." British Educational Research Journal 17, no. 2 (January 1991): 141–45. http://dx.doi.org/10.1080/0141192910170204.

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13

Ware, Norma C., and Valerie E. Lee. "Sex Differences in Choice of College Science Majors." American Educational Research Journal 25, no. 4 (January 1988): 593–614. http://dx.doi.org/10.3102/00028312025004593.

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14

Yalcinkaya, M. Talha, and Ayse Ulu. "Differences Between Single-Sex Schools and Co-Education Schools." Procedia - Social and Behavioral Sciences 46 (2012): 13–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.058.

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15

Watts, Helen, Lance Workman, Teresa Berrow, and Wayne Gardner. "Sex Differences in IQ Score Predictions in Higher Education." Journal of Further and Higher Education 21, no. 1 (February 1997): 73–82. http://dx.doi.org/10.1080/0309877970210107.

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16

Wai, Jonathan. "Investigating America's elite: Cognitive ability, education, and sex differences." Intelligence 41, no. 4 (July 2013): 203–11. http://dx.doi.org/10.1016/j.intell.2013.03.005.

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17

Lynn, Richard, and R. Graham Wilson. "Sex Differences in Second-Language Ability." School Psychology International 14, no. 3 (August 1993): 275–79. http://dx.doi.org/10.1177/0143034393143007.

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18

Miller, Arden. "Performance impairment after failure: Mechanism and sex differences." Journal of Educational Psychology 78, no. 6 (1986): 486–91. http://dx.doi.org/10.1037/0022-0663.78.6.486.

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19

Stricker, Lawrence J., Donald A. Rock, and Randy Elliot Bennett. "Sex and Ethnic-Group Differences on Accomplishments Measures." Applied Measurement in Education 14, no. 3 (July 2001): 205–18. http://dx.doi.org/10.1207/s15324818ame1403_1.

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20

As'ari, Fajar, Hendra Prasetya, and Ridwan Sanjaya. "Children Safety: Education Game for Childs Sex Education." SISFORMA 3, no. 2 (February 14, 2017): 44. http://dx.doi.org/10.24167/sisforma.v3i2.844.

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Some people still cannot talk freely about sex education. On the other hand, some of them have an assumption about teaching sex education will leads to free sex behavior. Sometimes parent afraid to talk about sex education with their children, even some parent think sex education is not important thing for children.However, in fact children need to know about sex education for their own good. To children, sex education is to explain differences in male and female and to know well about themselves. Create media to deliver sex education is the way to teach children about sex education. Among many media, game is one option to deliver this education.This research will discuss about game for childs sex media education. Use game as sex media education because game has capability to deliver message. Through game concept, picture, and animation, game deliver childs sex education to children. With the objective to prevent child from sexual abuse. However, when children play the game they need companion to make clear that children understand the meaning of game message through game story.

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21

Mwamwenda, Tuntufye S. "Sex Differences in Formal Operations." Journal of Psychology 127, no. 4 (July 1993): 419–25. http://dx.doi.org/10.1080/00223980.1993.9915577.

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22

Davis, Maryann, and Eugene Emory. "Sex Differences in Neonatal Stress Reactivity." Child Development 66, no. 1 (February 1995): 14. http://dx.doi.org/10.2307/1131187.

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23

Eaton, Warren O., and Alice Piklai Yu. "Are Sex Differences in Child Motor Activity Level a Function of Sex Differences in Maturational Status?" Child Development 60, no. 4 (August 1989): 1005. http://dx.doi.org/10.2307/1131040.

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24

Leder, Gilah. "Sex-related differences in mathematics: An overview." Educational Studies in Mathematics 16, no. 3 (August 1985): 304–9. http://dx.doi.org/10.1007/bf00776737.

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25

Muñoz, Ercio A., and Dario Sansone. "Matching Patterns among Same-Sex and Different-Sex Couples in Latin America." AEA Papers and Proceedings 114 (May 1, 2024): 279–83. http://dx.doi.org/10.1257/pandp.20241042.

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Using microdata from the censuses of eight countries in Latin America (Argentina, Brazil, Chile, Colombia, Guatemala, Mexico, Peru, and Uruguay), this paper describes matching patterns by age, ethnicity, and education among same-sex and different-sex couples. It shows that same-sex couples are more diverse than different-sex couples in terms of age, ethnicity, and education, although the differences are not large or statistically significant for ethnicity and education in all countries. It also reports notable differences between male and female same-sex couples, particularly in age and education matching.

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26

Ramkissoon, Haywantee, and Robin Nunkoo. "More than Just Biological Sex Differences." Journal of Hospitality & Tourism Research 36, no. 2 (November 19, 2010): 191–215. http://dx.doi.org/10.1177/1096348010388662.

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27

Mosconi, Lisa, Valentina Berti, Crystal Quinn, Pauline McHugh, Gabriella Petrongolo, Isabella Varsavsky, Ricardo S. Osorio, et al. "Sex differences in Alzheimer risk." Neurology 89, no. 13 (August 30, 2017): 1382–90. http://dx.doi.org/10.1212/wnl.0000000000004425.

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Objective:This observational multimodality brain imaging study investigates emergence of endophenotypes of late-onset Alzheimer disease (AD) risk during endocrine transition states in a cohort of clinically and cognitively normal women and age-matched men.Methods:Forty-two 40- to 60-year-old cognitively normal women (15 asymptomatic perimenopausal by age [CNT], 13 perimenopausal [PERI], and 14 postmenopausal [MENO]) and 18 age- and education-matched men were examined. All patients had volumetric MRI, 18F-fluoro-2-deoxyglucose (FDG)–PET (glucose metabolism), and Pittsburgh compound B–PET scans (β-amyloid [Aβ] deposition, a hallmark of AD pathology).Results:As expected, the MENO group was older than the PERI and CNT groups. Otherwise, groups were comparable on clinical and neuropsychological measures and APOE4 distribution. Compared to CNT women and to men, and controlling for age, PERI and MENO groups exhibited increased indicators of AD endophenotype, including hypometabolism, increased Aβ deposition, and reduced gray and white matter volumes in AD-vulnerable regions (p < 0.001). AD biomarker abnormalities were greatest in MENO, intermediate in PERI, and lowest in CNT women (p < 0.001). Aβ deposition was exacerbated in APOE4-positive MENO women relative to the other groups (p < 0.001).Conclusions:Multimodality brain imaging indicates sex differences in development of the AD endophenotype, suggesting that the preclinical AD phase is early in the female aging process and coincides with the endocrine transition of perimenopause. These data indicate that the optimal window of opportunity for therapeutic intervention in women is early in the endocrine aging process.

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28

Hattie, John, and Donald Fitzgerald. "Sex Differences in Attitudes, Achievement and Use of Computers." Australian Journal of Education 31, no. 1 (April 1987): 3–26. http://dx.doi.org/10.1177/000494418703100101.

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While there is much literature suggesting reasons why there are differences between males and females with respect to computer usage, achievement and attitudes, there is a paucity of empirical research. This study discusses a meta-analysis or synthesis of empirical studies and finds small differences in attitude and no differences in achievement between males and females. Two Australian studies are then reported. One study investigated differences between male and female students, parents, and teachers in 32 schools that have been involved with computers for some time. The second study was based on a representative sample of 1000 schools throughout Australia. The research supported the conclusion of small differences in attitudes, but pointed to a polarity in that as many males as females liked computers, but many more girls ardently disliked computers. There were no differences between primary male and female students in usage and attitudes towards computers, but as the students progressed through secondary schools, the differences became marked. Various reasons for these findings are evaluated and some strategies suggested to encourage girls to use computers.

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29

Skaalvik, Einar. "Sex Differences in Global Self-Esteem. A Research Review." Scandinavian Journal of Educational Research 30, no. 4 (December 1986): 167–79. http://dx.doi.org/10.1080/0031383860300402.

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30

Dunn, Seamus, and Valerie Morgan. "Nursery and Infant School Play Patterns: sex‐related differences." British Educational Research Journal 13, no. 3 (October 1987): 271–81. http://dx.doi.org/10.1080/0141192870130305.

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31

Brandon, Paul R., Barbara J. Newton, and Ormond W. Hammond. "Children’s Mathematics Achievement in Hawaii: Sex Differences Favoring Girls." American Educational Research Journal 24, no. 3 (September 1987): 437–61. http://dx.doi.org/10.3102/00028312024003437.

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32

Furnham, Adrian. "SEX DIFFERENCES IN SELF-RATED ABILITY." Social Behavior and Personality: an international journal 30, no. 2 (January 1, 2002): 185–93. http://dx.doi.org/10.2224/sbp.2002.30.2.185.

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Two hundred and one adults completed two questionnaires: the first estimating their scores and that of their partner on nine scales from the General Aptitude Test Battery (GATB); the second on beliefs about IQ tests. There was overall no sex difference between participants on self- and partner- ratings though there was an expected difference on numerical ability. Factor analysis revealed two factors labeled cognitive ability and dexterity. Regressing the eight specific abilities onto the overall score showed five abilities with significant beta weights (particularly verbal and numerical abilities) accounting for nearly three-quarters of the variance. Regressing seven demographic factors onto the overall score showed the participants' wealth, education and political beliefs to be the best predictors: richer, longer educated, more right-wing people thought they had higher IQ scores.

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33

Nass, Ruth D. "Sex differences in learning abilities and disabilities." Annals of Dyslexia 43, no. 1 (December 1993): 61–77. http://dx.doi.org/10.1007/bf02928174.

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34

Wirthwein, Linda, Jörn R. Sparfeldt, Anke Heyder, Susanne R. Buch, Detlef H. Rost, and Ricarda Steinmayr. "Sex differences in achievement goals: do school subjects matter?" European Journal of Psychology of Education 35, no. 2 (July 17, 2019): 403–27. http://dx.doi.org/10.1007/s10212-019-00427-7.

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35

Bermejo-Toro, Laura, and María Prieto-Ursúa. "Absenteeism, burnout and symptomatology of teacher stress: sex differences." International Journal of Educational Psychology 3, no. 2 (June 24, 2014): 175–201. http://dx.doi.org/10.4471/ijep.2014.10.

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Although numerous studies have been carried out confirming the high levels in the symptomatology of stress and depression in the teaching profession, research focusing on the sex differences in these problems has been both scarce and inconclusive. The objective of this study is to analyze the differences with regards to sex in the incidence of absenteeism, work-related stress, symptomatology of depression, level of burnout and psychiatric symptomatology. The sample consists of 71 teachers, 31 men and 40 women, all of them from Secondary Education. The tools used were the Questionnaire of Teacher Burnout (CBP-R), the Beck Depression Inventory (BDI), the Symptomatology Checklist-90-R (SCL-90-R) and a socio-demographic and work-situation questionnaire. Female teachers were expected to report higher level of absenteeism whereas their male counterparts were expected to show higher levels of symptomatology, burnout, particularly in Depersonalization, and similar levels of depressive symptoms are expected in both sexes. Results show sex differences only in Somatization, which mean was significantly higher in women than in men, and in the types of illness that caused sick leaves. In conclusion, this research support the results of other studies that have not found different patterns of stress, burnout and depression between female and male teachers.

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36

Twoli, Nicholas. "Sex differences in science education in a developing country: Kenya." Research in Science Education 16, no. 1 (December 1986): 159–68. http://dx.doi.org/10.1007/bf02356830.

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37

DuBose, Lyndsey, Laura Ponto, David Moser, Jess Fiedorowicz, Vincent Magnotta, Emily Harlynn, and Gary Pierce. "Sex Differences in Education and Cerebrovascular Contributions to Cognitive Aging." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.04818.

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38

Hardwick, Susan W., Lydia L. Bean, Kathy A. Alexander, and Fred M. Shelley. "Gender vs. Sex Differences: Factors Affecting Performance in Geographic Education." Journal of Geography 99, no. 6 (November 2000): 238–44. http://dx.doi.org/10.1080/00221340008978974.

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39

De Weerdt, Peter A. "School counsellors' perceptual sex role differences in Dutch secondary education." International Journal for the Advancement of Counselling 11, no. 3 (September 1988): 183–95. http://dx.doi.org/10.1007/bf00366930.

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40

Mattioli, Anna Vittoria, Francesca Coppi, Valentina Bucciarelli, Milena Nasi, Marcello Pinti, Carla Palumbo, and Sabina Gallina. "Sex and Gender Differences in Medical Education: The Impact on Scientific Reports." Current Pharmacogenomics and Personalized Medicine 20, no. 2 (August 2023): 128–33. http://dx.doi.org/10.2174/1875692120666230811092856.

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Abstract: This commentary explores the reasons why sex and gender differences must be included in medical education and the impact on healthcare outcomes for patients. Understanding sex and gender differences could be useful in making more accurate diagnoses and to develop more effective treatment plans. Sex and gender medicine take into consideration both the genetic basis and the effects of exposure to environmental and socio-economic factors.

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41

Shi, Wen, Yuxuan Lin, Zihan Zhang, and Jing Su. "Gender Differences in Sex Education in China: A Structural Topic Modeling Analysis Based on Online Knowledge Community Zhihu." Children 9, no. 5 (April 26, 2022): 615. http://dx.doi.org/10.3390/children9050615.

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Considering the traditional concept of sex in China’s official discourse and lack of social support system for sex education in China, burgeoning Internet knowledge community serves as an important forum for unprepared Chinese young parents to discuss and improve sex education. In this study, we conducted a structural topic modeling analysis of sex education discussions on Zhihu, the biggest online knowledge community in China. We found attention towards sex education are biased in China, where basic sexual terminologies are mentioned, but other important topics such as reproductive health, emotional attachment, and gender identity are insufficient or even absent, failing to fulfill the goal of Comprehensive Sexuality Education (CSE). This study paid special attention to gender differences in discussants, expected educators, and expected receivers of sex education. Findings show that boys are not considered as important sex education objects as girls, although many of them suffered from sexual assault and sexual diseases. They are always mentioned as roles that offend women rather than promoting or protecting themselves through sexual knowledge. Most discussants and expected educators of sex education are women, reflecting men’s lack of attention to sex education issues as both individuals and fathers.

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42

Shi, Wen, Yuxuan Lin, Zihan Zhang, and Jing Su. "Gender Differences in Sex Education in China: A Structural Topic Modeling Analysis Based on Online Knowledge Community Zhihu." Children 9, no. 5 (April 26, 2022): 615. http://dx.doi.org/10.3390/children9050615.

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Considering the traditional concept of sex in China’s official discourse and lack of social support system for sex education in China, burgeoning Internet knowledge community serves as an important forum for unprepared Chinese young parents to discuss and improve sex education. In this study, we conducted a structural topic modeling analysis of sex education discussions on Zhihu, the biggest online knowledge community in China. We found attention towards sex education are biased in China, where basic sexual terminologies are mentioned, but other important topics such as reproductive health, emotional attachment, and gender identity are insufficient or even absent, failing to fulfill the goal of Comprehensive Sexuality Education (CSE). This study paid special attention to gender differences in discussants, expected educators, and expected receivers of sex education. Findings show that boys are not considered as important sex education objects as girls, although many of them suffered from sexual assault and sexual diseases. They are always mentioned as roles that offend women rather than promoting or protecting themselves through sexual knowledge. Most discussants and expected educators of sex education are women, reflecting men’s lack of attention to sex education issues as both individuals and fathers.

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43

Lunsford, Leigh, and Leonard Evans. "Innate Sex Differences Supported by Untypical Traffic Fatalities." College Mathematics Journal 37, no. 4 (September 1, 2006): 320. http://dx.doi.org/10.2307/27646366.

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44

Elizabeth, Fennema. "Explaining sex-related differences in mathematics: Theoretical models." Educational Studies in Mathematics 16, no. 3 (August 1985): 303. http://dx.doi.org/10.1007/bf00776735.

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45

Rennie, Leonie J., and Lesley H. Parker. "Detecting and Accounting for Gender Differences in Mixed‐sex and Single‐sex Groupings in Science Lessons." Educational Review 39, no. 1 (January 1987): 65–73. http://dx.doi.org/10.1080/0013191870390107.

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46

Clarke, Valerie A. "Sex Differences in Computing Participation: Concerns, Extent, Reasons and Strategies." Australian Journal of Education 34, no. 1 (April 1990): 52–66. http://dx.doi.org/10.1177/000494419003400104.

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47

Bateson‡, David John, and Sharon Parsons‐Chatman. "Sex‐related differences in science achievement: a possible testing artefact." International Journal of Science Education 11, no. 4 (October 1989): 371–85. http://dx.doi.org/10.1080/0950069890110402.

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48

Eccleston, Gordon, Ivor Borkin, and Aidan Burrows. "Sex‐related differences in academic performance at GCE (A‐) level." Educational Research 32, no. 3 (December 1990): 229–32. http://dx.doi.org/10.1080/0013188900320311.

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49

Nadgauda, Ashni, Tej Ganti, Amanda Horowitz, Matthew Coates, Aditya Brahmbhatt, Ana Nunez, and Peter Schnatz. "A Survey Evaluating Extent of Undergraduate Medical Education Regarding Sex-Based Differences in Pathophysiology." Transformative Medicine 2, no. 3 (September 27, 2023): 48–55. http://dx.doi.org/10.54299/tmed/nbnm7367.

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Introduction A historical gap in research on sex differences in health outcomes has led to a lack of education on sex-based differences in pathophysiology. The primary objective of this research study was to survey pathophysiology professors of medical schools in the United States (US) to understand the current extent to which the impact of sex on disease is included in the pre-clinical curricula of undergraduate medical institutions in the US. Methods A survey tool was created via literature review to assess the extent of education on sex-based differences in pathophysiology. This survey was distributed using the Qualtrics electronic platform to the head professor of pathophysiology at each of the 141 Liaison Committee on Medical Education (LCME) accredited medical schools in the United States. Results The survey response rate was 14.9%. The most taught topics were epidemiology of most common cancers affecting each sex and risk factors for development of osteoporosis between different sexes. Sex-based differences in zolpidem dosing, smoking cessation, and the physiologic mechanism of narcotic addiction had the least curricular coverage. 28.57% of faculty and 38.10% of faculty agree and somewhat agree, respectively, their institution provides faculty development for teaching about topics relating to sex differences in pathophysiology. Medical students are primarily evaluated on their knowledge of sex pathophysiology in the form of written examination, followed by evaluation by standardized patients, and lastly faculty observed patient interactions. Discussion Curricular topics relating to sex-based differences in pathophysiology are taught to varying degrees in medical school preclinical curricula. Improved efforts can be made to increase instruction on specific topics and to support faculty development in teaching about sex-based differences in disease evaluation and management, enhancing the education of the next generation of physicians and facilitating better care for patients.

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50

Marsh, Herbert W. "Effects of attending single-sex and coeducational high schools on achievement, attitudes, behaviors, and sex differences." Journal of Educational Psychology 81, no. 1 (1989): 70–85. http://dx.doi.org/10.1037/0022-0663.81.1.70.

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Journal articles on the topic 'Sex differences in education'

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