Graduate Record Examination (GRE) Gender Bias

Paper Summary:

This paper provides an analysis of the gender bias problems that occur in GRE testing. Furthermore, a number of issues related to this problem are addressed. Finally, a conclusion will be drawn and alternative solutions and recommendations for graduate school admission criteria is proposed that promote equity and fairness for all entering students.

From the Paper:

"Students that apply to graduate school are affected by the often rigorous application process, including the submission of test scores from the GRE. For many students, advanced standardized tests such as the GRE are not an accurate measure of true academic performance and may negatively influence admission decisions: "The research demonstrates that standardized testing has a negative impact on students, perpetuating and intensifying educational inequity through test bias and the misuse of test scores" (Froese-Germain 111). Those who score poorly on the GRE are often eliminated from admission contention even though the test is perceived as one small component of the selection process. It has been demonstrated that although the questions found on the exam are theoretically designed to be equivalent for either gender, they are often proven to be otherwise. These questions emphasize the significant differences between how males and females perform on standardized tests. In addition, "Men and women differ in their chosen interests and activities, and these differences are likely to have an influence on school activities, grades, and test scores" (Azen, Bronner, and Gafni 77). The identification of true test bias is determined in the following statement: "If a group of examinees always performs more poorly on a test and this group does not subsequently exhibit inferior achievement, then the test misrepresents this group and is said to be biased" (Azen et al. 78). In general, admission tests are required in order to accurately select and predict the appropriate candidates, and this process can have a negative effect on the potential success of student populations."

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