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Sex differences and measurement bias in economic achievement
Abstract
Consistent differences have been found in performance on tests of economic ability between males and females. These differences, though small in magnitude, are important because of the role they play in affecting educational and career decisions. The purpose of this study was to identify some of the factors that may contribute to the observed sex differences in economic achievement. Unlike other studies of sex differences in economic achievement, this study looks at the differences in economic achievement in terms of disaggregated samples of students and a disaggregated measurement instrument. By breaking down the test instrument used to assess achievement into its individual items, a clearer picture can be seen of which questions result in greater performance differences. Eventually this information may be useful in identifying which concepts or levels of analysis may be more difficult for each group. First, samples of over 8,000 students taking the high school level Test of Economic Literacy (TEL) were disaggregated by sex. Regression analyses of educational production functions were conducted on both the aggregate and disaggregated samples to see whether there were differences in learning between males and females. Second, the TEL was analyzed for differential item functioning (DIF) or item bias--items that perform differently for one group than another, given the same level of ability--using two different methods: the delta plot and the three parameter item response model (IRT). Although the results of the regression analyses were mixed, there was support for requiring a full semester course in economics as the most efficient way to disseminate economic knowledge. The DIF analyses indicated that the TEL had some items that performed differently for males than for females and from the rest of the items on the test. These results provided support for the hypothesis that some of the observed sex differences in economic achievement can be explained by the existence of items that perform differently (i.e. measure different constructs or underlying abilities) for males than for females on the same exam.
Subject Area
Economics|Educational evaluation|Business education
Recommended Citation
Robson, Denise Anne, "Sex differences and measurement bias in economic achievement" (1993). ETD collection for University of Nebraska-Lincoln. AAI9415992.
https://digitalcommons.unl.edu/dissertations/AAI9415992