Sex Differences in a Causal Model of Mathematics Achievement

1984 ◽  
Vol 15 (5) ◽  
pp. 361 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Causal Model

Sex Differences in a Causal Model of Mathematics Achievement

1984 ◽  
Vol 15 (5) ◽  
pp. 361-377 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Causal Model ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Predictor Variables ◽  
Covariance Structures ◽  
Men And Women ◽  
Using Data

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.

Mathematics Learning and the Sexes: A Review

1974 ◽  
Vol 5 (3) ◽  
pp. 126-139 ◽  
Author(s):  
Elizabeth Fennema
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Upper Elementary ◽  
Cognitive Tasks ◽  
Achievement Data ◽  
National Longitudinal Study ◽  
Elementary Years ◽  
Better Than

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.

Brief Reports: Discriminating Factors and Sex Differences in Electing Mathematics

1982 ◽  
Vol 13 (1) ◽  
pp. 66-74
Author(s):  
Teri Hoch Perl
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Secondary Analysis ◽  
High School Graduation ◽  
College Entrance ◽  
Major Question ◽  
National Longitudinal Study ◽  
School Graduation ◽  
The 1960S ◽  
Remarkable Agreement

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.

Girls in the Mathematics Classroom: What's Happening with Our Best and Brightest?

1988 ◽  
Vol 81 (7) ◽  
pp. 533-537
Author(s):  
Shiela M. Strauss
Keyword(s):  
Gender Differences ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Advanced Placement ◽  
Mathematics Classroom ◽  
Eighth Graders ◽  
National Sample ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Twelfth Grade

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

Conservation, Seriation, Classification and Mathematics Achievement in Nigerian Children

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Achievement Test ◽  
Nigerian Children ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Achievement Test

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.

Achievement and Participation of Women in Mathematics: Results of Two National Surveys

1981 ◽  
Vol 12 (5) ◽  
pp. 356-372 ◽  
Author(s):  
Jane M. Armstrong
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Mathematics Assessment ◽  
National Assessment ◽  
National Surveys ◽  
Participation Of Women ◽  
High School Males ◽  
Women In Mathematics ◽  
Mathematical Applications

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.

Sex Differences in Dimensions of Internal versus External Control

1978 ◽  
Vol 42 (1) ◽  
pp. 57-58 ◽  
Author(s):  
Gary E. Dudley
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Sex Difference ◽  
Factor Structure ◽  
Causal Model ◽  
External Control ◽  
Female Undergraduate ◽  
Undergraduate College Students ◽  
Control Construct

This study investigated the dimensions of Rotter's internal-external control construct in 92 male and 108 female undergraduate college students. The findings contrast with others in that a sex difference in factor structure was observed. The confounding effects of the I-E inventory were brought into focus in viewing causality from a four element framework, as suggested by attribution theorists, as opposed to a two element causal model, assumed by Rotter.

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