Research On The Gender Mechanism Of The Difference In STEM Academic Achievement Of Middle School Students

STEM education rising in the United States,with the growing trend of popular,problems also follow,especially the imbalance of gender ratio in STEM industry worldwide.In view of this problem,it is generally believed that it is caused by the differences in STEM academic achievements of different gender groups in the period of students.Therefore,this article takes this opportunity and combines the domestic and foreign education situation,selects middle school students as the research sample.First of all,qualitative meta-analysis is used to sort out the different dimensions of STEM academic achievement of middle school students at home and abroad and the reasons for the differences,and PISA 2015 data is used for international comparison.On this basis,teachers and students questionnaires are designed respectively to investigate the factors that lead to the differences in STEM academic achievement of different gender groups,mainly from individual factors of students,family factors,school factors and Finally,we compare the questionnaire data and qualitative meta-analysis results from middle school students and STEM teachers,and determine the gender mechanism of STEM academic achievement differences among middle school students.For the individual level of students,innovation awareness,interest,STEM self-efficacy and practical ability can directly lead to the two major variables through the intermediary variable of gender Different levels of STEM achievement in different groups,and the ability of cooperation is closely related to students' practical ability,interest and self-efficacy,as an indirect factor to STEM academic achievement.At the family level,family capital and education style will directly lead to the achievement difference between male and female students,but not significantly related to the family structure.At the school level,the completeness of experimental equipment and the setting of STEM interest groups STEM teachers' interdisciplinary teaching ability,as a direct factor that leads to the differences in students' achievement between different genders,promotes each other's research-based teaching ability.In addition,the rationality of STEM curriculum organization will affect students' interest in STEM learning and directly affect their achievement level,and STEM teachers' evaluation methods for boys and girls will also lead to differences At the social level,the gender stereotypes from all walks of life and the industry value in STEM field directly affect the STEM achievement level of different genders,while with regard to scientific literacy,scientific spirit and scientific values,the three promote each other and lead to different levels of STEM academic achievement.