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Gender Differences in Science Achievement, Science Self-concept, and Science Values

This study investigates gender differences in science achievement, self-concept of science ability, and subjective science values, based on TIMSS 1999 and 2003 database. The sample in the analyses presented including 5772 (TIMSS 1999) and 5739 (TIMSS 2003) Taiwanese eighth graders. All statistics showed that gender differences became smaller over time. However, the gender differences in the upper and lower levels deserved continued investigation. At lower level, girls average performance were better than boys and had smaller score variation. At upper level, boys outperformed girls and had larger variance. In addition, boys outnumbered girls in the top 25% in science performance. No matter the direction of gender differences at each quarter, boys always had higher self-concept of ability and subjective science values. It evidenced that gender differences in self-concept and science values did not parallel diminishing differences in actual achievement. When students’ achievement levels were controlled, science self-concept and values were more highly related to science achievement for high achievers.