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Journal ArticleDOI

Computing Gender Difference Effects in Tails of Distributions: The Consequences of Differences in Tail Size, Effect Size, and Variance Ratio.

Larry V. Hedges, +1 more
- 01 Mar 1993 - 
- Vol. 63, Iss: 1, pp 110-112
TLDR
It is thought that the "sex difference in the percentages of low scorers" meant the difference obtained by putting all the low Scorers of both genders together and computing the gender difference in this group is the more conventional and policy-relevant conception of "effect size in the tails."
Abstract
Quantitative methods in empirical research are not as objective as their label suggests: Decisions about what to calculate and how to interpret those calculations are necessarily highly subjective. The only step in the process of producing quantitative measures that can be called fully explicit, objective, and reproducible is the process of calculation itself. We (Hedges & Friedman, 1993a) were interested in Feingold's (1992a) work because we felt we could make calculation of the joint effects of differences in means and variability more explicit and objective. From Feingold's reply (Feingold, 1993), it is clear that his steps in characterizing tail effect sizes in his Table 5 (1992a) are different from the calculations we had imagined. We had supposed that the "sex difference in the percentages of low scorers" (p. 75) meant the difference obtained by putting all the low scorers of both genders together and computing the gender difference in this group. We think this is the more conventional and policy-relevant conception of "effect size in the tails."

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Citations
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Journal ArticleDOI

The Science of Sex Differences in Science and Mathematics

TL;DR: It is concluded that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways.
Journal ArticleDOI

Trends in gender differences in academic achievement from 1960 to 1994 : An analysis of differences in mean, variance, and extreme scores

TL;DR: In this article, evidence from seven surveys representative of the United States twelfth grade student population and the National Assessment of Educational Progress (NAEP) long term trend data is brought to bear on the magnitude of gender differences in achievement, the level of agreement among different indices of difference, and the stability of these differences over time.
Book

Intellectual talent: Psychometric and social issues.

TL;DR: A review of research on individual differences and its relevance to intellectual talent, to descriptions of the current knowledge about gifted children, illustrates how our educational system can enhance gifted youths' academic achievement as mentioned in this paper.
Journal ArticleDOI

Gender-related differences on the College Board's Advanced Placement and Achievement tests, 1982–1992.

TL;DR: This paper explored gender-related differences in participation in and scores on the College Board's Advanced Placement Program and Achievement examinations and found that male students had moderately higher scores on physics, chemistry, and computer science tests, whereas female students had a slight advantage on some of the language examinations.
References
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Journal ArticleDOI

Sex Differences in Variability in Intellectual Abilities: A New Look at an Old Controversy

TL;DR: In this article, the authors examined sex differences in variability on the national norms of several standardized test batteries and found that males were consistently more variable than females in quantitative reasoning, spatial visualization, spelling, and general knowledge.
Journal ArticleDOI

Gender Differences in Variability in Intellectual Abilities: A Reanalysis of Feingold’s Results:

TL;DR: The effect of gender differences in mean and variability on 28 cognitive ability scales were examined by Feingold (1992a) and as discussed by the authors, who provided an analytic evaluation of the effect sizes in the tails and showed that the effect size in the tail of these distributions are typically smaller than the center and tails.
Journal ArticleDOI

Joint Effects of Gender Differences in Central Tendency and Gender Differences in Variability

TL;DR: Feingold et al. as mentioned in this paper examined gender differences in variability on scales of well-known standardized cognitive ability batteries and found that gender differences are meaningful only in the absence of corresponding differences in central tendency and that such differences often existed.
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