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Table 56. Percentage distribution of male academic year 2009-10 ninth-graders, by enrolled science course and gender perceptions: 2009

Male's gender perception No science   Biology   Earth science   Physical science   Chemistry   Other science1   Two or more  
Total 18.9 33.5 12.9 19.3 1.6 9.2 4.6
                           
How do males and females compare in ...                            
                           
English or language arts                            
Females are much better 20.4 33.0 12.8 19.6 1.1 ! 8.5 4.5
Females are somewhat better 17.5 36.5 11.6 19.4 1.5 7.7 5.7
Females and males are the same 18.0 33.4 13.5 19.5 1.4 10.0 4.2
Males are somewhat better 23.2 26.3 9.6 ! 17.6 10.9 ! 3.6 !
Males are much better 28.2 26.3 12.8 16.6 9.5 4.8
                           
Math                            
Females are much better 25.1 27.3 9.8 19.8 10.7 3.8
Females are somewhat better 20.4 33.8 12.8 17.7 1.0 ! 10.6 3.8
Females and males are the same 17.3 33.7 13.9 19.6 1.3 9.9 4.2
Males are somewhat better 17.1 37.6 11.4 18.8 2.1 ! 5.9 7.1
Males are much better 22.0 32.9 12.4 19.8 1.6 ! 6.7 4.6
                           
Science                            
Females are much better 23.6 30.0 11.4 18.1 12.7 4.0
Females are somewhat better 19.7 33.9 11.2 21.7 1.1 ! 6.9 5.4
Females and males are the same 17.0 34.8 13.4 19.0 1.6 9.6 4.6
Males are somewhat better 21.1 33.0 13.4 18.6 2.4 ! 7.6 4.0
Males are much better 22.4 29.3 11.0 22.2 2.4 ! 8.1 4.5
! Interpret data with caution. Estimate is unstable because the coefficient of variation (CV) for this estimate is 30 percent or greater (i.e., the standard error represents 30 percent or more of the estimate).
‡ Reporting standards are not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error represents 50 percent or more of the estimate).
1 Other science includes courses such as general science, integrated science, and principles of technology.
NOTE: All estimates are weighted by W1STUDENT. Totals may not fall within the range of categorical values due to differential item nonresponse. Details may not sum to 100 percent due to rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), Base-Year.


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