Journal of Women and Minorities in Science and Engineering

OHIO STATEWIDE SYSTEMIC INITIATIVE (SSI) FACTORS ASSOCIATED WITH URBAN MIDDLE SCHOOL SCIENCE ACHIEVEMENT: DIFFERENCES BY STUDENT SEX AND RACE

ABSTRAKT

The purpose of this study was to assess sex and/or race differences in student science achievement in urban middle schools where teachers had been involved with Ohio's statewide systemic initiative (SSI) professional development and to explore possible explanations for these differences. This study utilized an ex post facto research design involving both quantitative and qualitative methods. Questionnaires measured student science achievement (using National Association of Educational Progress [NAEP] public release items) and Ohio SSI factors associated with science achievement. Classroom observations and interviews situated the study and provided background for interpreting findings. Results revealed that females scored significantly higher on the science achievement test than males and that white students scored higher than African-American students. Classroom teaching strategies (e.g., cooperative learning, inquiry, and problem solving) were significant achievement predictors for females. Individual and sociocultural factors (e.g., negative peer and environmental influences and attitudes toward science) were significant achievement predictors for African-American males.