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美国教育部对STEM的批注,女生数学不如男之说从何而来

Teachers tend to rate white girls’ math abilities lower thanthose of
white male students, even when the girls’ grades and testscores are
comparable to boys, according to a team of researcherswho analyzed data
collected as part of the national EducationalLongitudinal Study
of2008.此项考察是二〇一〇年全美教育纵向探讨的一局地,一组切磋人口对所搜聚的应用斟酌数量进行了深入分析,其解析结果突显:教授往往以为女人的数学技巧比男人的低,以致当女子们的成就和考试分数可与男人正印也依然这样。

ELS data showed most teachers rated the math abilities of male and
female minorities lower when their test scores and grades were low, but
this does not constitute a bias because reasonable data support the
teachers’ evaluations, according to the
researchers.ELS的数码还声明,当少数民族学生的考试战表和分数低时,大好些个老师都会认为其数学才干相当糟糕,但听大人说钻探人口的见识,这种不可能算是偏见,因为有合理的数据帮助老师的评估。

The United States has developed as a global leader, in large part,
through the genius and hard work of its scientists, engineers, and
innovators. In a world that’s becoming increasingly complex, where
success is driven not only by what you know, but by what you can do
with what you know, it’s more important than ever for our youth to be
equipped with the knowledge and skills to solve tough problems, gather
and evaluate evidence, and make sense of information. These are the
types of skills that students learn by studying science, technology,
engineering, and math—subjects collectively known as STEM.

本文选自泪拭烟婲雨的博客,点击查看原作。

“The bias teachers reveal against white female students may very well be
something they are not consciously aware of, but it’s usually subtle,”
said Riegle-Crumb in a news release issued by the university. “But it’s
definitely present, per our research
findings.”“助教对女人表现出的偏见完全恐怕是他俩完全未有察觉到的,但这种偏见日常是至极神秘的,”
里格尔·克兰姆在大学公布的一篇音讯稿中说。
“根据我们的研讨结果,这种现象自然存在。”

The plan

The Committee on STEM Education (CoSTEM), comprised of 13
agencies—including all of the mission-science agencies and the
Department of Education—are facilitating a cohesive national strategy,
with new and repurposed funds, to increase the impact of federal
investments in five areas: 1.) improving STEM instruction in preschool
through 12th grade; 2.) increasing and sustaining public and youth
engagement with STEM; 3.) improving the STEM experience for
undergraduate students; 4.) better serving groups historically
underrepresented in STEM fields; and 5.) designing graduate education
for tomorrow’s STEM workforce.

美国教育部对STEM的批注,女生数学不如男之说从何而来。Coordinated efforts to improve STEM education are outlined in the
federal, 5-year Strategic Plan for STEM Education and concentrate on
improving the delivery, impact, and visibility of STEM efforts.
Additionally, the Department of Education, the National Science
Foundation, and the Smithsonian Institution are leading efforts to
improve outcomes for traditionally underrepresented groups.

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High school math teachers’ ratings of their students reveal agender
bias, according to an analysis of national
surveydata。遵照一项全国性调查数据的解析,高级中学数学助教对其学生的冲突评释了其性别偏见。

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The need

All young people should be prepared to think deeply and to think well so
that they have the chance to become the innovators, educators,
researchers, and leaders who can solve the most pressing challenges
facing our nation and our world, both today and tomorrow. But, right
now, not enough of our youth have access to quality STEM learning
opportunities and too few students see these disciplines as springboards
for their careers.expand/collapse

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US needs STEM

For example, we know that only 81 percent of Asian-American high school
students and 71 percent of white high school students attend high
schools where the full range of math and science courses are offered
(Algebra I, geometry, Algebra II, calculus, biology, chemistry, and
physics). The access to these courses for American Indian,
Native-Alaskan, black, and Hispanic high school students are
significantly worse. Children’s race, zip code, or socioeconomic status
should never determine their STEM fluency. We must give all children the
opportunity to be college-ready and to thrive in a modern STEM economy.

We also know that only 16 percent of American high school seniors are
proficient in math and interested in a STEM career. Even among those who
do go on to pursue a college major in the STEM fields, only about half
choose to work in a related career. The United States is falling behind
internationally, ranking 29th in math and 22nd in science among
industrialized nations. What’s more, a recent survey revealed that only
29 percent of Americans rated this country’s K-12 education in STEM
subjects as above average or the best in the world. In our competitive
global economy, this situation is unacceptable.

图片 6女孩子数学不及男之说从何而来?

正文选自无无无_89810的博客的博客,点击查看原来的书文

Yet today, few American students pursue expertise in STEM fields—and we
have an inadequate pipeline of teachers skilled in those subjects.
That’s why President Obama has set a priority of increasing the number
of students and teachers who are proficient in these vital fields.

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