- The results showed significant improvement in post-intervention groups normally disadvantaged in the achievement gap, while the performance of groups normally benefitting from the achievement gap did not significantly change, implying that the achievement gap was effectively closed by this intervention.
- The increase in percentages of academic performance and retention rate ranged from 5 to 34% for number of credits earned and from 10 to 54% for retention rate.

Goal-setting intervention for the gender achievement gap: results

- Developed by Michaela C. Schippers, Ad W A Scheepers, and Jordan B Peterson
- Based on the Goal-Setting theory by Locke and Latham and the work of Pennebaker and Chung on the salutary effects of expressive writing.
- Stage 1: Formulate a loose initial vision and “counter-vision”
- Stage 2: Articulate vision in detail, including counter arguments for any potential opposition to vision. Students were encouraged to consider many dimensions of life, such as family and friendships, outside of academic and professional achievement
- Stage 3: 10-minute session with a professional photographer for a photo combined with an “I WILL” statement regarding their goals


 Online Goal-Setting intervention for the gender and ethnic minority achievement gap: Design

Goal-setting interventions decreases the academic achievement gap between male and female students.

Barnard College

Studies investigate the effects of goal setting on the following academic achievment gaps:
- gender
- ethinicity

Effects of Goal Setting on Academic Achievement Gaps



Persistent and significant gaps in academic performance and/or educational attainment between male and female students.

Gender Gap in Education

Schippers M C, Scheepers W A and Peterson J B (2015) A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap. Palgrave Communications. 1:15014 doi: 10.1057/palcomms.2015.14.

A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap

The effects of goal-setting on the gender academic achievement gap

Goal-setting intervention decreases the gap between ethnic minorities and majorities. 

The effects of goal-setting on the ethnic minority achievement gap 

Males of all racial and ethnic groups are more likely than females to receive disciplinary sanctions.
- Only 1% of Asian Pacific Islander females were suspended, compared with 11% of Asian Pacific Islander males (KewelRamani et al., 2007).
- White females were half as likely to be expelled as White males (p < .001)
- Black females were half as likely to be expelled as Black males (p < .05)
- Black males are 16 times more likely to be suspended than White females.

Gender Achievement Gap and Discipline Gap

- “‘Matilda effect’”-a matthew effect in science that has historically promoted cumulative male advantage and female disadvantage through the operation of old-boy networks and other discriminatory practices” 
- People argue that the matthew effect has made it much harder for women to advance in the science fields because small injustices in the evaluation of female work lead to larger and larger differences in the advancement of their careers (in comparison to men)

matilda effect (matthew effect in science)

Gender Gap in STEM Education

- Females generally have better study habits than males
- Females prefer highlighting text more than males
- Females trend towards preferring small group teaching more than males
- Females trend towards preferring doing internet research more than males
- Females prefer studying in the morning while males prefer studying during the evening or at night
- Females generally study more than males per day regardless of when the exam is
- Males generally delay starting to study later than females (procrastination)
- Male traits correlate with better study strategies than female traits

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