| Nancy Morse-Kelly
Temple University
Secondary school students and sex equity, 1969-1994
FINAL REPORT:
This study focuses on young women's schooling experiences over a 25-year period, using four sets of nationally-representative NCES data. In particular, I am concerned with changes which have or have not occurred in the way adolescent girls of different ethnic and socioeconomic (SES) backgrounds compare with one another and their male counterparts in three domains, particularly as these domains relate to math and science: perceptions (self-esteem, interest, aspirations); participation (courses, clubs) and performance (tests, grades). Unlike most studies to date, however, this project will also use parent and teacher data to ensure that "schooling experiences" are understood as a dynamic between individual choice and structural opportunities. I am therefore also concerned with changes which have or have not occurred in the way parents of different ethnic and SES backgrounds and teachers of both sexes and in different school settings support, encourage and evaluate male and female students; and how these changes and characteristics correlate with gains/losses in the gender gap between 1969 and 1994.
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