Hübner Nicolas, Wagner Wolfgang, Meyer Jennifer, Watt Helen M G
Institute of Education, University of Tübingen, Tübingen, Germany.
Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.
Front Psychol. 2022 Feb 21;13:816358. doi: 10.3389/fpsyg.2022.816358. eCollection 2022.
Educational reformers all around the globe are continuously searching for ways to make schools more effective and efficient. In Germany, this movement has led to reforms that reduced overall school time of high track secondary schools from 9 to 8 years, which was compensated for by increasing average instruction time per week in lower secondary school (Grades 5-10). Based on prior research, we assumed that this reform might increase gender disparities in STEM-related outcomes, stress, and health because it required students to learn similar content in less amount of time. Therefore, we investigated how the school time reform affected gender disparities at the end of upper secondary school between 2011 and 2013. Specifically, we considered representative data of the last two cohorts who completed lower secondary school before the reform ( = 2,405) and the first two cohorts after the reform ( = 2,413) from the National Educational Panel Study. Potential differences in gender disparities were investigated for upper secondary school outcomes of subject-specific standardized test performance, self-concept, and interest in mathematics, biology and physics, as well as outcomes of school-related stress and health. Overall, we found substantial disparities between girls and boys, which seemed to change little after the reform. Exceptions were the statistically significant gender × reform interactions for one stress dimension (Overload) and two health dimensions (Overburdening and Achievement-related fear) which increased for both boys and girls, but more strongly for girls.
全球的教育改革者都在不断探寻让学校更高效的方法。在德国，这一举措引发了改革，将高中阶段学校的总时长从9年减至8年，通过增加初中（5 - 10年级）每周的平均授课时长来弥补。基于先前的研究，我们推测这项改革可能会加大在与STEM相关的成绩、压力和健康方面的性别差异，因为它要求学生在更短的时间内学习相似的内容。因此，我们调查了2011年至2013年高中结束时学校时长改革对性别差异的影响。具体而言，我们考虑了来自国家教育面板研究的改革前完成初中的最后两组代表性数据（= 2405）以及改革后的前两组数据（= 2413）。针对高中阶段特定学科标准化测试成绩、自我概念、对数学、生物和物理的兴趣等方面的结果，以及与学校相关的压力和健康结果，研究了性别差异的潜在变化。总体而言，我们发现男孩和女孩之间存在显著差异，改革后这些差异似乎变化不大。例外情况是，在一个压力维度（过载）和两个健康维度（负担过重和与成绩相关的恐惧）上，性别×改革的交互作用具有统计学意义，男孩和女孩的这一作用都有所增加，但女孩增加得更明显。
