Gender Differences in Mathematics Performance

1991 ◽  
Vol 54 (2) ◽  
pp. 113 ◽  
Author(s):  
Richard B. Felson ◽  
Lisa Trudeau
Keyword(s):  
Gender Differences ◽  
Mathematics Performance

Sex and Race Differences in Mathematics Aptitude

1986 ◽  
Vol 29 (1) ◽  
pp. 77-100 ◽  
Author(s):  
Elsie G. J. Moore ◽  
A. Wade Smith
Keyword(s):  
High School ◽  
Gender Differences ◽  
Sex Differences ◽  
Black Students ◽  
Racial Differences ◽  
Mathematics Performance ◽  
Race Differences ◽  
Mathematics Competence ◽  
Course Work ◽  
Mathematics Aptitude

The differential course-work hypothesis posits that intergroup differences in mathematics aptitude result from differences between groups in both the extent and type of in-school exposure to mathematics and to related quantitatively oriented courses. Differential course-work effects on gender differences in mathematics aptitude are ambiguous, and research on racial differences is limited. This article examines the extent of the reduction in sex and race differences in mathematics competence when accounting for course-work in high school. The findings indicate that the previously more-researched sex differences in mathematics competence may or may not be significantly reduced when course work is controlled, depending on which component of mathematics competence is measured. However, racial differences in all components of mathematics competence are significantly reduced when racial differences in exposure to relevant high school course work are taken into account. These findings imply that simply increasing the exposure of females to math-related high school courses may not be sufficient to reduce sex differences in all aspects of mathematics aptitude. However, standardizing the math (and related) curricula of blacks to that of whites could potentially improve all aspects of black students' mathematics performance.

Can Meta-Analysis Make Feminist Transformations In Psychology?

1994 ◽  
Vol 18 (4) ◽  
pp. 451-462 ◽  
Author(s):  
Janet Shibley Hyde
Keyword(s):  
Gender Differences ◽  
Gender Roles ◽  
Statistical Method ◽  
Spatial Ability ◽  
Meta Analysis ◽  
Verbal Ability ◽  
Helping Behavior ◽  
Mathematics Performance ◽  
Popular Media ◽  
Race Ethnicity

Meta-analysis is a statistical method for literature reviewing. Metaanalyses of gender differences in verbal ability, spatial ability, mathematics performance, helping behavior, and sexuality illustrate the ways in which this technique can illuminate research on gender differences. Meta-analysis can make feminist transformations in psychology by: (a) challenging long-standing beliefs in gender differences, (b) demonstrating the extent to which gendered behavior is context-dependent and the product of gender roles, (c) examining the intersection between gender and race/ethnicity, and (d) providing powerful data to counter assertions of difference and female inferiority that proliferate in the popular media.

Gender differences in mathematics performance: A meta-analysis.

1990 ◽  
Vol 107 (2) ◽  
pp. 139-155 ◽  
Author(s):  
Janet S. Hyde ◽  
Elizabeth Fennema ◽  
Susan J. Lamon
Keyword(s):  
Gender Differences ◽  
Meta Analysis ◽  
Mathematics Performance

BRIEF REPORT: Girls' and Boys' Mathematics Achievement, Affect, and Experiences: Findings From ECLS-K

2013 ◽  
Vol 44 (4) ◽  
pp. 634-645 ◽  
Author(s):  
Sarah T. Lubienski ◽  
Joseph P. Robinson ◽  
Corinna C. Crane ◽  
Colleen M. Ganley
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Mathematics Achievement ◽  
Instructional Practices ◽  
Mathematics Performance ◽  
Elementary Grades ◽  
Gender Gaps ◽  
Teachers Perceptions ◽  
Home And School ◽  
Kindergarten Class

Amid debates about the continued salience of gender in mathematics, this report summarizes an IES–funded investigation of gender–related patterns in the Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 (ECLS–K). Girls' and boys' mathematics achievement, confidence, and interest were examined, along with experiences at home and school. Mathematics performance gaps favoring boys appeared soon after children began kindergarten and then widened during elementary grades. Gender differences in mathematical confidence were larger than differences in both achievement and interest. Although boys' and girls' parent–reported home experiences differed in stereotypical ways, particularly among high–SES students, such differences appeared unrelated to gender gaps in mathematics outcomes. Teacher–reported instructional practices also shed little light on gender gaps in mathematics performance; however, teachers' perceptions of girls and boys could play a role.

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