The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis

Parker, PD; Van Zanden, B; Marsh, HW; Owen, K; Duineveld, JJ; Noetel, M

The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis

Parker, PD Van Zanden, B

Marsh, HW Owen, K Duineveld, JJ Noetel, M

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Publisher:: SPRINGER/PLENUM PUBLISHERS
Publication Type:: Journal Article
Citation:: Educational Psychology Review, 2020, 32, (1), pp. 197-228
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Parker, PD
dc.contributor.author	Van Zanden, B https://orcid.org/0000-0001-9713-5486
dc.contributor.author	Marsh, HW
dc.contributor.author	Owen, K
dc.contributor.author	Duineveld, JJ
dc.contributor.author	Noetel, M
dc.date.accessioned	2020-09-29T06:45:12Z
dc.date.available	2020-09-29T06:45:12Z
dc.date.issued	2020
dc.identifier.citation	Educational Psychology Review, 2020, 32, (1), pp. 197-228
dc.identifier.issn	1040-726X
dc.identifier.issn	1573-336X
dc.identifier.uri	http://hdl.handle.net/10453/142922
dc.description.abstract	© 2019, Springer Science+Business Media, LLC, part of Springer Nature. Expectancy value theory is often evoked by educational psychologists to explain gender differences in Science, Technology, Engineering, and Mathematics (STEM) variables. Yet gender does not operate in isolation. Nor are gender effects likely to be context free. In the current meta-analysis, we explore gender differences in STEM-related expectancy for success, and the task values of intrinsic, utility, attainment, and cost. We find that gender differences were generally small in size. Invoking the concept of intersectionality, we find that heterogeneity in gender effect sizes are large and gender differences are moderated, primarily, by socioeconomic status, ethnic diversity, and somewhat by national gender equality.
dc.language	English
dc.publisher	SPRINGER/PLENUM PUBLISHERS
dc.relation.ispartof	Educational Psychology Review
dc.relation.isbasedon	10.1007/s10648-019-09493-1
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1303 Specialist Studies in Education, 1701 Psychology
dc.subject.classification	Education
dc.title	The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
dc.type	Journal Article
utslib.citation.volume	32
utslib.for	1303 Specialist Studies in Education
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health/GSH.Clinical Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-09-29T06:45:05Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	32
utslib.citation.issue	1

Abstract:

© 2019, Springer Science+Business Media, LLC, part of Springer Nature. Expectancy value theory is often evoked by educational psychologists to explain gender differences in Science, Technology, Engineering, and Mathematics (STEM) variables. Yet gender does not operate in isolation. Nor are gender effects likely to be context free. In the current meta-analysis, we explore gender differences in STEM-related expectancy for success, and the task values of intrinsic, utility, attainment, and cost. We find that gender differences were generally small in size. Invoking the concept of intersectionality, we find that heterogeneity in gender effect sizes are large and gender differences are moderated, primarily, by socioeconomic status, ethnic diversity, and somewhat by national gender equality.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/142922