Skip Maine state header navigation

Agencies | Online Services | Help

Skip First Level Navigation | Skip All Navigation

Home > Research Questions

Archived material. This page is no longer maintained.

Task Force On Gender Equity In Education

Research Questions

  • How do the educational experiences, achievement, and aspirations of K-12 male and female students in Maine compare?  
  • How do other factors (socio-economic status, race, ethnicity, geographic location, rural/urban situation, school size, and writing skills) interact with gender in influencing Maine students' educational experiences, achievements, and aspirations?
  • In which instances is gender a key determining variable?
  • How do findings for Maine students compare to those using a nation-wide student population?

Possible Indicators:

  • Standardized achievement tests (MEA, SAT, ACT, NAEP)
  • Special education status and/or alternative education participation
  • Reading recovery participation
  • Grade retention
  • Course taking patterns
  • Participation in extra-curricular activities
  • Graduation rates
  • Participation in school-to-work programs
  • Participation in technical school programs
  • Intent to attend post-secondary institution
  • Intended field of study in post-secondary education
  • Incarceration rates
  • Suicide rates
  • Rates of ADHD diagnosis/treatment with Ritalin
  • Disciplinary action rates

***   Don't use GPA or grades, which are not based on uniform evaluation criteria.

***   Use data for more than 1 year for some; use trends to identify differences as "new", "ongoing" or "improved".

  • How do the post-secondary plans differ for male and female students in Maine?
  • How do the post-secondary enrollment, fields of study, enrollment in remedial courses, college persistence, and graduation rates for male and female students in Maine compare?

A.   Are there differences based on socio-economic status, race, geographic location, school size?

  • What is known about the ways in which learning styles vary by gender?
  • Does the research point to any early developmental indicators that allow us to identify raised or lowered aspirations and achievement in Maine students?
  • How does school climate affect the aspirations and achievement of Maine students?
  • How does the gender of classroom instructors, counselors, coaches, and support staff affect the aspirations and achievement of Maine students?
  • What does the research tell us about the effect of society's constructions of “masculinity” and “feminity” on the school experience of students in Maine?
  • What does the research tell us about the effect of the culture of societal institutions on the educational experience of students in Maine?
  • What does the research tell us about the effect of the family culture, including that of single-parent families, on the educational experience of students in Maine?
  • Given the findings, what policies, programs, and instructional practices have been shown through research to promote gender equity in schools?