Sex Differences in Mathematics Achievement: An Emerging Case for Physiological Factors

1989 ◽  
Vol 89 (7) ◽  
pp. 571-577 ◽  
Author(s):  
E. Murray Rudisill ◽  
Linda J. Morrison
1984 ◽  
Vol 15 (5) ◽  
pp. 361-377 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle

Using data from the “High School and Beyond” study, this paper reexamines the reason men and women differ in mathematics achievement by means of a covariance-structures causal model of mathematics achievement, which permits the estimation of effects while accounting for known measurement error in the predictor variables. Our results indicate that sex continues to have a significant effect on mathematics achievement even after controlling for sex differences in spatial abilities, background in mathematics, and interest in mathematics. Separate analyses by sex, however, indicate that the process of mathematics achievement differs between men and women. In particular, women tend to have less spatial visualization ability than men, but the effects of this variable on mathematics achievement are greater for women.


1974 ◽  
Vol 5 (3) ◽  
pp. 126-139 ◽  
Author(s):  
Elizabeth Fennema

It has long been accepted as true that boys learn mathematics better than girls do. To determine the validity of this belief, 36 studies concerned basically or tangentially with sex differences in mathematics achievement were reviewed and two others were analyzed in depth. The data from one study (Parsley, et al., 1964), which often has been quoted as supportive of boys' mathematics superiority, was reevaluated with the conclusion that the data from this study do not support the idea that boys are superior to girls in mathematics achievement. Data concerned with sex differences in achievement from the National Longitudinal Study of Mathematics Achievement were also presented.No significant differences between boys' and girls' mathematics achievement were found before boys and girls entered elementary school or during early elementary years. In upper elementary and early high school years significant differences were not always apparent. However, when significant differences did appear they were more apt to be in the boys' favor when higher-level cognitive tasks were being measured and in the girls' favor when lower-level cognitive tasks were being measured. No conclusion can be reached concerning high school learners.


1982 ◽  
Vol 13 (1) ◽  
pp. 66-74
Author(s):  
Teri Hoch Perl

Several studies have been carried out recently to learn more about sexrelated differences in mathematics achievement. A major question addressed by these studies is why fewer females than males continue studying mathematics beyond those courses required for high school graduation or college entrance. This paper addresses this question through a secondary analysis of data from the National Longitudinal Study of Mathematics Achievement (NLSMA) (Romberg & Wilson, 1969). The analysis identifies sex-related differences in selected variables believed to influence student decisions to continue the study of mathematics. The resulting findings are in remarkable agreement with current studies (Armstrong, 1980; Fennema, 1977; Fennema & Sherman, 1977; Casserly, Note 1; Steel & Wise, Note 2) and suggest the validity of analyzing extant data for insights into continuing educational questions. Further, although the NLSMA study was carried out in the 1960s, because of its extensive nature, it behooves us to learn what it tells about sex-related differences that may have been present at that time. Indeed, the students in the NLSMA study are the teachers of the 1980s.


1988 ◽  
Vol 81 (7) ◽  
pp. 533-537
Author(s):  
Shiela M. Strauss

With the advent of both the women's movement and a heightened national nterest in educational excellence, scholary attention has been focused on the success of females in mathematics. Sells (1978) Identified mathematics as the “critical filter” that could limit the range of career choices available to those who do not take an adequate number of high school mathematics courses. Casserly and Rock (1979) looked at factors that differentiate girls who enroll in Advanced Placement mathematics courses from those who do not. Studies of Fennema and Sherman (1977) demonstrated that gender differences in mathematics achievement are substantially reduced when the number of mathematics courses is controlled. Benbow and Stanley (1982), however, found that sex differences in mathematics achievement did not reflect differential mathematics course taking. Their study involved students in the Study of Mathematically Precocious Youth (SMPY) who, as seventh and eighth graders, scored as well as a national sample of eleventh- and twelfth-grade females on the S.A.T. mathematics and verbal tests


1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro

This study investigated the relationship among the acquisition of mathematics achievement and the abilities of conservation, seriation, and classification. Native Nigerian children, ages 4 to 8 yr. ( N = 120), were subjects. Data showed (a) moderate to high relationships of mathematics achievement and conservation, seriation, and classification abilities, (b) few sex differences either on the mathematics achievement test or on the performance of the various Piagetian tasks, and (c) that the operational stage is attained around the age 8 rather than somewhat earlier as we expected.


1981 ◽  
Vol 12 (5) ◽  
pp. 356-372 ◽  
Author(s):  
Jane M. Armstrong

Data from two national surveys were analyzed to determine the extent of sex differences in mathematics achievement and participation and the effect of participation and spatial visualization ability on achievement. Results from the National Assessment of Educational Progress second mathematics assessment and the Women in Mathematics survey are reported for 13-year-olds, 17-year-olds, and high school seniors. Results indicate that (a) sex differences in participation favoring males exist for some higher level mathematics courses, (b) by the end of high school males outperform females on mathematical applications, and (c) sex differences in achievement on mathematical applications persist even when mathematics participation is controlled.


1987 ◽  
Vol 17 (4) ◽  
pp. 137-144 ◽  
Author(s):  
Delene Visser

This study concerns the explanation of sex differences that typically occur from adolescence onwards and favour males in achievement and participation in mathematics. In the absence of conclusive biological evidence, social, emotional, and attitudinal factors were investigated in this regard. The subjects were 1 605 Afrikaans-speaking Std 5 and Std 7 students and 2 506 of their parents. Cognitive measures included mathematics achievement and several aptitude tests. Also measured were attitudinal variables such as confidence and enjoyment of mathematics, perception of the attitudes of significant others towards self, personal and general usefulness of mathematics, and the stereotyping of mathematics. For Std 7 students, but not for Std 5 students, significant differences favouring males were found in spatial abilities and several attitudinal variables. The intention to continue participation in mathematics was accurately predicted by attitudinal variables in the case of Std 7 females, but not males.


1986 ◽  
Vol 17 (3) ◽  
pp. 231-237
Author(s):  
Gila Hanna

In the past two decades researchers have shown considerable interest in the relationship between the sex and the mathematics achievement of children in the upper grades of elementary school. Some researchers have examined sex differences by comparing total test scores (Backman, 1972; Benbow & Stanley, 1980, 1983; Maccoby & Jacklin, 1974), whereas others have focused on the proportion of students who answered a particular item correctly (Armstrong, 1980; Fennema, 1978; Raphael, Wahlstrom, & Mclean, 1984). In a recent study by Marshall (1983) the analysis is based on a comparison of the kinds of errors made by male and female students.


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