Gender inequality can be seen in many different ways in educational settings. Luongo (2012) studied patterns of access to technology for boys and girls in a sample of kindergarten, first, second, and third grade classes. Students were observed in the computer lab and researchers observed how many times teachers assisted boys and girls and how often positive feedback was provided. The pre-intervention rates of assistance for boys was much higher for boys than it was for girls, approaching a 50% difference. Boys received positive responses from their teacher three times more frequently that the girls did. Gender inequality is also seen in the gender gap in mathematics achievement. In kindergarten, there is no gender gap in mathematics achievement between boys and girls. By the third grade there is a one standard deviation gap, with girls falling behind boys (Robinson-Cimpian, Lubienski, Ganley, and Copur-Genturk, 2014). Girls also have lower confidence in STEM related abilities, such as engineering, despite evidence to the contrary (Riegle-Crumb, and Moore,
Gender inequality can be seen in many different ways in educational settings. Luongo (2012) studied patterns of access to technology for boys and girls in a sample of kindergarten, first, second, and third grade classes. Students were observed in the computer lab and researchers observed how many times teachers assisted boys and girls and how often positive feedback was provided. The pre-intervention rates of assistance for boys was much higher for boys than it was for girls, approaching a 50% difference. Boys received positive responses from their teacher three times more frequently that the girls did. Gender inequality is also seen in the gender gap in mathematics achievement. In kindergarten, there is no gender gap in mathematics achievement between boys and girls. By the third grade there is a one standard deviation gap, with girls falling behind boys (Robinson-Cimpian, Lubienski, Ganley, and Copur-Genturk, 2014). Girls also have lower confidence in STEM related abilities, such as engineering, despite evidence to the contrary (Riegle-Crumb, and Moore,