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The aim of this study was to assess the comparative importance of a broad array of background variables in examinees' performance on the General Test of the GRE using analytical methods designed to disentangle the confounding among the various characteristics. The experimental sample consisted of the 3, examinees who took the General Test at the October administration. The examinee background characteristics analyzed fell into two broad groups: 1 initial characteristics sex, ethnicity, parental education, geographical region of residence, and age ; and 2 intervening variables college-related characteristics--major, research university, public- private institution, college selectivity, Ph. Conclusions include: 1 the relationships direct, indirect, and total associations between the examinees' initial characteristics and their performance on the General Test were generally modest. Among these variables, parental education generally had the most consistent and strongest relationships; 2 the intervening variables partly mediated the associations for the two strongest initial characteristics of the examinees: parental education and sex; 3 the intervening variables generally had stronger and more consistent relationships with performance on the test than did the examinees' initial characteristics; and 4 the present results are broadly consistent with previous findings. It is further concluded that additional research needs to go beyond these social categories to the underlying psychologically relevant processes that produce the observed associations with the intervening variables and test performance, and that intervening variables of this kind need to be taken into account in future investigations of group differences in test performance.
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GRE Reading Comprehension
Sex differences in quantitative and analytical GRE performance: An exploratory study | SpringerLink
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Sex differences in quantitative and analytical GRE performance: An exploratory study
The exploratory data analysis method of median polishing was used in this study to examine patterns of differences in male and female performance on the Graduate Record Examination quantitative and analytical tests. Consistent with results of previous studies using a younger cohort of students, males were found overall to outperform females on the quantitative measure but not on the analytical measure. However, this pattern was found not to be consistent across all undergraduate majors. Women in the engineering and physical science majors were found to perform higher on both measures than would be expected.
The evolution of sex ratios has produced, in most plants and animals with Separate sexes, approximately equal numbers of males and females. Why should this be so? Two main kinds of answers have been offered. One is couched in terms of advantage to population.