考试参与或考试表现:为什么男性从应试录取中受益?

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Finger, Heike Solga
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引用次数: 0

摘要

这项研究阐明了男性在应试录取高等教育中的优势。与许多其他国家相比,德国的入学考试是可选的,并且可以使用免考试项目。这种情况提供了一个独特的机会来调查男性在应试录取中的优势是否由考试成绩或考试参与方面的性别差异引起。我们使用新颖的登记数据,为所有30万申请者在德国高度选择性和享有盛誉的医学项目。我们发现男性在考试中表现更好,而女性申请者更有可能退出入学考试。然而,这两种差异都取决于高中平均绩点(GPA):男性在考试成绩上的优势只出现在GPA较低的考生身上,而女性申请者更强的考试回避只出现在GPA中等的女性身上。最终,这两种机制都促成了男性在应试录取中的优势(GPA等条件下),更好的考试成绩是男性申请者获得更高录取机会的主要来源。因此,我们发现女性在学校表现方面的优势和男性在应试录取方面的优势几乎相互抵消。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Test Participation or Test Performance: Why Do Men Benefit from Test-Based Admission to Higher Education?
This study illuminates the male advantage in test-based admissions to higher education. In contrast to many other countries, admission tests in Germany are optional, and test-free programs are available. This context offers a unique opportunity to investigate whether the male advantage in test-based admissions is caused by gender differences in test performance or in test participation. We use novel register data for the whole population of 300,000 applicants to highly selective and prestigious medical programs in Germany. We find that men perform better in tests and that female applicants are more likely to withdraw from admission tests. Both differences, however, depend on high school grade point average (GPA): The male advantage in test performance emerges only among test-takers with a lower GPA, and female applicants’ stronger test avoidance appears only among women with a medium GPA. Ultimately, both mechanisms contribute to a male advantage in test-based admissions (ceteris paribus of GPA), with better test performance being the major source for male applicants’ higher admission chances. As a consequence, we find the female advantage in school performance and the male advantage in test-based admissions almost neutralize each other.
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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