Course selection and performance of very high ability students:<i>Is there a gender gap?</i>

Abstract

Recent attention has focused on the decreasing levels of scholastic achievement of American youth, particularly in areas of mathematics and science, and concern raised about the readiness of these students to meet the technological challenges of the future. In particular, concern has been expressed about the involvement and achievement of girls in traditionally sex‐stereotyped curricula, such as mathematics and science. This investigation explores the course‐taking and achievement patterns of academically talented girls and boys, selected by SAT or ACT scores, enrolled in the Talent Identification Program's Summer Residential Program at Duke University, an intensive three‐week academic experience. Girls and boys performed equally well in all types of classes; main effects in achievement and motivation were found only for type of class. The success of the students indicated that the SAT is a valid selection instrument. In addition, the usefulness of the SAT as an identifier of very high academic ability is described. Course selection and performance of very high ability students: Is there a gender gap?