ERIC Number: EJ1175065
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Race, Sex, and Their Influences on Introductory Statistics Education
van Es, Cindy; Weaver, Michelle M.
Journal of Statistics Education, v26 n1 p48-54 2018
The Survey of Attitudes Toward Statistics or SATS was administered for three consecutive years to students in an Introductory Statistics course at Cornell University. Questions requesting demographic information and expected final course grade were added. Responses were analyzed to investigate possible differences between sexes and racial/ethnic groups. The findings showed that female students had significantly lower average scores than their male counterparts in affect, cognitive competency, and subject difficulty. In addition, they expected lower average final course grades. When expected and achieved grades were compared, both male and female students overestimated their final scores, but female students did so to a lesser extent. No differences in attitudinal scores or grade expectations were found between racial/ethnic groups. However, significant differences between racial groups were found when comparing student's expected and actual grades. Asian students outperformed the other groups in both meeting their personal expectations and achieving significantly higher final grades. Latino and Black students had outcomes well below their expectations. These results suggest that educators should focus on differences between sexes when planning ways to improve students' confidence in their quantitative ability. They should also consider implementing strategies for minority students to achieve their expected final course grade.
Descriptors: Student Attitudes, Student Surveys, Grades (Scholastic), Hispanic American Students, Asian American Students, African American Students, Statistics, Introductory Courses, Gender Differences, Racial Differences, Scores, Minority Group Students, Disproportionate Representation, Multivariate Analysis, College Students, Statistical Analysis, Focus Groups
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A