Gender gap in STEM: a cross-sectional study of primary school students’ self-perception and test anxiety in mathematics

Contribution: Significant gender differences are observed on primary school students’ perception of self-efficacy and test anxiety in mathematics. Girls perceive themselves to be significantly worse than boys in mathematics and report higher test anxiety toward mathematics exams. Gender differences in self-efficacy become more pronounced as students grow up, and test anxiety increases for all students. However, the present study shows that teachers’ do not perceive differences in self-efficacy in mathematics between boys and girls. Background: The low presence of women in science, technology, engineering, and mathematics (STEM) might be explained by the attitude of young students toward mathematics. Different studies show that girls are less interested in STEM areas than boys during secondary school. A study on the reasons for this fact pointed out that the early years of education can provide a relevant insight to reverse the situation. Research Questions: Is there any age-dependent gender difference in primary school students in aspects related to mathematics? Are teachers aware of students’ perceptions? Methodology: This work presents a study of over 2000 primary school students (6–12 years old) and 200 teachers in Aragón (Spain). The study consists of a survey on aspects that influence the experience of female and male students with mathematics and Spanish language for comparison purposes and teacher’s awareness of students’ perception. Findings: The present study shows that during primary school, girls are more likely to experiment a negative attitude toward mathematics than boys as they grow up, and teachers may not perceive girls’ situation. La baja presencia de mujeres en ciencia, tecnología, la ingeniería y las matemáticas (STEM) podrían explicarse por la actitud de las niños y niñas hacia las matemáticas. Diferentes estudios muestran que las niñas están menos interesadas en las áreas STEM que niños cuando cursan educación secundaria. Además, un estudio sobre los motivos para este hecho señaló que los primeros años de educación podrían proporcionar una visión relevante para revertir la situación. Por ello, este trabajo parte de las siguientes preguntas de investigación, ¿Existe alguna diferencia de género que sea dependiente de la edad en estudiantes de educación primaria en aspectos relacionados con las matemáticas? ¿Conoce el profesorado la autopercepción de sus estudiantes? Las principales contribuciones de este trabajo son que las diferencias significativas de género se observan en la percepción de autoeficacia de los estudiantes de primaria y ansiedad ante los exámenes en matemáticas. Las niñas se perciben a sí mismas significativamente peor que los niños en matemáticas e indican mayor ansiedad ante los exámenes de matemáticas. Las diferencias de género en la autoeficacia se vuelven más pronunciada a medida que los estudiantes crecen, mientras que la ansiedad ante los exámenes aumenta para todos los estudiantes. Pese a estos resultados, el presente estudio muestra que los profesores no perciben diferencias en la autoeficacia en matemáticas entre niños y niñas. Este estudio se basa en las encuestas realizadas a más de 2000 escolares (6-12 años) y 200 profesores en Aragón (España). El estudio consiste en una encuesta a los estudiantes sobre aspectos que pueden influir en la experiencia de los niños y niñas con las matemáticas, así como con la lengua española para disponer de una materia que permita establecer comparaciones y una encuesta al profesor que incluye cuestiones sobre su percepción de los estudiantes. El principal hallazgo del estudio es que, durante la escuela primaria, es más probable que las niñas experimenten una actitud negativa hacia matemáticas que los niños a medida que crecen, y que los maestros pueden no ser conscientes de la situación de las niñas

The value of the continuous genotyping of multi-drug resistant tuberculosis over 20 years in Spain

Molecular epidemiology of circulating clinical isolates is crucial to improve prevention strategies. The Spanish Working Group on multidrug resistant tuberculosis (MDR-TB) is a network that monitors the MDR-TB isolates in Spain since 1998. The aim of this study was to present the study of the MDR-TB and extensively drug-resistant tuberculosis (XDR-TB) patterns in Spain using the different recommended genotyping methods over time by a national coordinated system. Based on the proposed genotyping methods in the European Union until 2018, the preservation of one method, MIRU-VNTR, applied to selected clustered strains permitted to maintain our study open for 20 years. The distribution of demographic, clinical and epidemiological characteristics of clustered and non-clustered cases of MDR/XDR tuberculosis with proportion differences as assessed by Pearson’s chi-squared or Fisher’s exact test was compared. The differences in the quantitative variables using the Student's-t test and the Mann–Whitney U test were evaluated. The results obtained showed a total of 48.4% of the cases grouped in 77 clusters. Younger age groups, having a known TB case contact (10.2% vs 4.7%) and XDR-TB (16.5% vs 1.8%) were significantly associated with clustering. The largest cluster corresponded to a Mycobacterium bovis strain mainly spread during the nineties. A total of 68.4% of the clusters detected were distributed among the different Spanish regions and six clusters involving 104 cases were grouped in 17 and 18 years. Comparison of the genotypes obtained with those European genotypes included in The European Surveillance System (TESSy) showed that 87 cases had become part of 20 European clusters. The continuity of MDR strain genotyping in time has offered a widespread picture of the situation that allows better management of this public health problem. It also shows the advantage of maintaining one genotyping method over time, which allowed the comparison between ancient, present and future samples

Search for multimessenger sources of gravitational waves and high-energy neutrinos with Advanced LIGO during its first observing run, ANTARES, and IceCube

Astrophysical sources of gravitational waves, such as binary neutron star and black hole mergers or core-collapse supernovae, can drive relativistic outflows, giving rise to non-thermal high-energy emission. High-energy neutrinos are signatures of such outflows. The detection of gravitational waves and high-energy neutrinos from common sources could help establish the connection between the dynamics of the progenitor and the properties of the outflow. We searched for associated emission of gravitational waves and high-energy neutrinos from astrophysical transients with minimal assumptions using data from Advanced LIGO from its first observing run O1, and data from the Antares and IceCube neutrino observatories from the same time period. We focused on candidate events whose astrophysical origins could not be determined from a single messenger. We found no significant coincident candidate, which we used to constrain the rate density of astrophysical sources dependent on their gravitational-wave and neutrino emission processes