Gender differences in middle grade science achievement: Subject domain, ability level, and course emphasis

This study used base‐year data from a large and nationally representative data base (NELS:88) to identify some important explanatory factors for gender differences in science performance. Middle school science classes were selected for study because students have little choice over their coursework at this level. By separating a standardized test of general science achievement into its life science and physical science domains, we documented a large advantage for boys on the subtest of physical science and a modest advantage for girls in life science. Importantly, in physical science, the disadvantage for girls is more pronounced for the most able students. Explanations for these gender difference focus on laboratory experience. Only about 25% of eighth graders' science classes provide laboratory experiences at least weekly, and these experiences are more common in stand‐alone middle schools enrolling more affluent students. Such laboratory experiences are especially beneficial for girls' achievement in physical science, but not boys'. We conclude that these results argue for increasing experiential and hands‐on learning in middle school science classes—particularly in the physical sciences—as a means to promote gender equity in science achievement at this important educational level. The study has implications for the underrepresentation of women in physical science careers. © 1996 John Wiley & Sons, Inc.