Academic Performance and Self-Assessed Skills: Vanishing gender
gaps?
Victor Thiessen
Academic Director, ARDC
Dept. of Sociology and Social Anthropology
Dalhousie University
♦ In a comparative cross-national assessment, USA students ranked first for self-perceived math ability and South Korea last, whereas in actual performance, South Koreans ranked first and the USA close to last (Educational Testing Service, 1992)
The data: 2000 YITS 18-20♦ Based on Statistics
Canada LFS♦ Excludes Yukon,
NWT, Nunavut♦ Response rate: 80.9%
♦ N = 22,378♦ Normalized weighted
analyses
Self-reported skill assessment
♦How would you rate your…– Ability to use a computer (C)– Writing abilities (W)– Reading abilities (R)– Oral communication abilities (O)– Ability to solve new problems (P)– Mathematical abilities (M)
Percentage of young adults who rate their skills as excellent
7.414.2mathematical abilities
7.713.4problem solving abilities
17.115.8oral communication abilities
25.219.3reading abilities
16.112.2writing abilities
8.516.4using a computer
FemalesMalesPercent "excellent" in…
Highest grade and level of high school math and language classes
37.334.954.044.7Gr. 12 University
12.112.911.015.2Gr. 12 General
24.422.64.45.6<12 University
26.229.630.634.6<12 General
FemaleMaleFemaleMale
MathLanguage
Highest grade and level of…
Mean marks in mathematics and language
3.043.033.403.11Gr. 12 University
2.912.843.042.71Gr. 12 General
2.962.902.972.52<12 University
2.722.693.232.76<12 General
FemaleMaleFemaleMaleGrade and level
MathLanguage
Mean math skills relative to other skill domains
-0.48-0.32problem solving abilities
-0.69-0.26oral communication abilities
-1.00-0.40reading abilities
-0.75-0.11writing abilities
-0.14-0.01computer abilities
FemalesMalesMath skills relative to…
Map of human capital skills
The structure of human capital skills
-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
c1
c2
c3
c4
c5w1
w2
w3
w4
w5
r1r2
r3
r4
r5
o1 o2o3
o4
o5
p1
p2
p3
p4
p5
m1
m2
m3
m4
m5
-1.5 -1.0 -0.5 0.0 0.5 1.0 1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
c1
c5w1
w5
r1
r5
o1
o5
p1
p5
m1
m5
Biplot of human capital skills
-0.7 -0.2 0.3 0.8
Volume
Com
posi
tion
(Num
eric
vs
verb
al)
1F
1D
1C
1B
1A
1A+
2F
2D
2C
2B
2A
2A+
3F
3D
3C
3B
3A
3A+
4F
4D
4C4B
4A
4A+
1F 1D 1C
1B
1A
1A+
2F
2D
2C2B
2A2A+
3F
3D
3C
3B
3A
3A+
4F
4D
4C
4B
4A
4A+
Perceived skills in relation to language marks
-0.5 0.0 0.5
Volume
-1.0
-0.5
0.0
0.5
1.0
Com
posi
tion
(num
eric
vs.
ver
bal)
b1F
b1Db1C
b1B
b1A
b1A+
b2Fb2D
b2C
b2B
b2A
b2A+
b3F
b3D
b3C
b3B
b3A
b3A+
b4F
b4D
b4C
b4B
b4A
b4A+
g1Fg1Dg1C
g1B
g1A
g1A+
g2Fg2D
g2C
g2B
g2A
g2A+
g3Fg3D
g3C
g3Bg3A
g3A+
g4F
g4D
g4C
g4B
g4A
g4A+
Perceived skills in relation to math marks
-1 .0 -0 .5 0 .0 0 .5 1 .0
V o lum e
-2
-1
0
1
Com
posi
tion
b FF
b DDb CC
b B B b A A
b A +A +
g FF
g DD g CCg B B
g A A
g A +A +
b FF
b FDb FC
b FB
b FA
b FA +
b DF
b DD
b DCb DB
b DAb DA +
b CF
b CDb CC
b CB
b CA
b CA +
b B Fb B Db B C
b B B
b B A
b B A +
b A F
b A Db A C
b A B
b A A
b A A +
b A +Fb A +D
b A +C
b A +B b A +A
b A +A +
g FF
g FD
g FC
g FB
g FA
g FA +
g DF
g DD
g DC
g DB
g DA
g DA +
g CF
g CD
g CC
g CB
g CA
g CA +
g B F
g B D
g B Cg B B
g B A
g B A +
g A F
g A Dg A Cg A B
g A A
g A A +
g A +Fg A +D
g A +C g A +B g A +A
g A +A +
Perceived skills by math and language marks
Math mark = language markMath=Language
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
F
DC
B A
A+
FD C
BA
A+
Combination of marksMath grade F
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
F
D CB
A
A+FD
C
BA
A+
Math grade D
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
FD
C BA A+
F
DC
B
AA+
Math grade C
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
FDC
B
A
A+
FD
C
B
A
A+
Math grade B
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
F DCB
A
A+
F
D
CB
A
A+
Math grade A
Volume
Com
posi
tion
-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01
FD C B
A
A+
FDC B
A
A+
Math grade A+
VolumeC
ompo
sitio
n-1.0 -0.5 0.0 0.5 1.0 1.5
-2-1
01 FD
CB A
A+FD
C B AA+
Summary: Cognitive map
♦Human capital skills differ by volume and composition
♦Numeric and linguistic skills are independent of each other
♦ In between are problem solving and computer skills
Correspondence between actual and perceived locations♦There is a correspondence
– It is not one-to-one♦Teacher assessments are crucial♦Language marks affect perception of
volume and composition of skills for females, but only volume for males
♦Math marks affect both volume and composition for both genders
Gender and human capital skills
♦ Gender differences in perceived numeric skills are NOT due to:– Women being less likely to take math courses– Women taking less advanced math courses– Women getting lower marks in math courses
So why the gendered map?
♦Young women are superior in language♦Young women differentiate between their
various skills♦There is a pervasive gender stereotype♦Young women are more modest♦Young women are somewhat less likely to
discount a failing mark
Implications: That which is perceived as real is real in its consequences
♦Gender differences in post-secondary educational programs
♦Gender segregation of occupations♦School counseling must be based on
performance rather than perception♦Occupational guidance should NOT be
based on inventory of skills and aptitudes
Next steps
♦Use cycle 3 data to assess:– Educational pathways taken by young men and
women• Are self-assessed skills independently related to the
decision to pursue PSE?
– Field of study chosen• Do the lower self-assessed quantitative skills
translate into young women avoiding fields that require math skills?
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