Gender and Other Factors Influencing the Outcome of a Test to Assess Quality of Education in Civil Engineering in Colombia
Gender and Other Factors Influencing the Outcome of a Test to Assess Quality of Education in Civil Engineering in Colombia
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DOI：
10.1061/(asce)ei.1943-5541.0000194
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发表时间：
2014-04
影响因子：
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通讯作者：
Víctor Cantillo;Lucy E. García
中科院分区：
文献类型：
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作者：
Víctor Cantillo;Lucy E. García
摘要增加多样性是一个理想的教育和社会目标，因此，减少学生之间的巨大差距是土木工程学校的一个重要方面。本文分析了存在的性别，社会经济和体制差异的基础上，在哥伦比亚的两个国家标准测试的结果：SABER-PRO，一个国家测试，评估教育质量的土木工程项目和SABER-11，适用于高中学生的测试。结果表明，有没有显着的性别差异的主题评价SABER-11，除了物理（有利于男性）和语言技能（有利于女性）。然而，根据SABER-PRO测试分数，在所有被评估的主题中，男子的表现都比妇女好，除了口头上。这可能意味着，在哥伦比亚，土木工程教育过程偏向于男性，或者工具，一个标准化的多项选择测试，有利于男性。此外，SABER-PRO测试受仪器的影响很大。
AbstractIncreasing diversity is a desirable educational and social goal; therefore, reducing large disparities among students is a critical aspect in civil engineering schools. This paper analyzes the presence of gender, socioeconomic, and institutional disparities based on the outcome of two national standard tests in Colombia: SABER-PRO, a national test that assesses the quality of education in civil engineering programs and SABER-11, a test applied to senior high school students. The results suggest that there are no significant gender differences in topics evaluated by SABER-11, except for physics (favoring males) and verbal skill (favoring females). However, according to SABER-PRO test scores, in all topics under evaluation, men perform better than women, except verbally. This may mean that, in Colombia, the civil engineering educational process is biased toward males, or that the instrument, a standardized multiple choice test, favors men. Moreover, the SABER-PRO test is strongly influenced by insti...