Open Access
Cross-National Patterns of Gender Differences in Mathematics:
Reads0
Chats0
TLDR
In this article, the authors meta-analyzed two major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes and affect across 69 nations throughout the world.Abstract:
A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14–16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small (d 0.15); however, national effect sizes showed considerable variability (ds 0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (ds 0.10 to 0.33); national effect sizes ranged from d 0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women’s share of research jobs, and women’s parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls’ and women’s agency cross-nationally.read more
Citations
More filters
Journal ArticleDOI
“I’m a Computer Scientist!”: Virtual Reality Experience Influences Stereotype Threat and STEM Motivation Among Undergraduate Women
TL;DR: This article explored virtual reality (VR; HTC Vive) as a space for a possible self-intervention to decrease stereotype threat and increase STEM motivation, and found that women with high identification demonstrated an effect in the desired direction, women with low identification demonstrated reactance in the opposite direction.
Journal ArticleDOI
Gender compatibility, math-gender stereotypes, and self-concepts in math and physics
TL;DR: Feeling content with one's gender identity interacts with math-gender stereotypes to predict self-concept in math and physics as discussed by the authors, which can be used as a predictor of self-confidence.
Journal ArticleDOI
Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement
TL;DR: In this article, the authors examined how materialism, or the focus on acquiring money and material possessions, is associated with students' academic engagement and achievement via their motivational regulation (amotivation, controlled motivation, and autonomous motivation).
Journal ArticleDOI
Gender Gap in Maths Test Scores in South Korea and Hong Kong: Role of Family Background and Single-Sex Schooling.
Doo Hwan Kim,Helen Law +1 more
TL;DR: This paper explored the role of family background and single-sex schooling in girls' disadvantage in mathematics in South Korea and Hong Kong and found that a gendered social structure prevalent in both societies was associated with the disadvantage, but not with family background.
Journal ArticleDOI
Family and individual variables associated with young Filipino children's numeracy interest and competence
TL;DR: It is suggested that family and individual variables might play different roles in disadvantaged children's early numeracy development and parents can be encouraged to make effective use of home numeracy experiences to promote their children's numeracy competence.
References
More filters
Book
Statistical Power Analysis for the Behavioral Sciences
TL;DR: The concepts of power analysis are discussed in this paper, where Chi-square Tests for Goodness of Fit and Contingency Tables, t-Test for Means, and Sign Test are used.
Book
Culture′s Consequences: International Differences in Work-Related Values
TL;DR: In his book Culture's Consequences, Geert Hofstede proposed four dimensions on which the differences among national cultures can be understood: Individualism, Power Distance, Uncertainty Avoidance and Masculinity as mentioned in this paper.
Book
Development as Freedom
TL;DR: In this paper, Amartya Sen quotes the eighteenth century poet William Cowper on freedom: Freedom has a thousand charms to show, That slaves howe'er contented, never know.
Book
Social Foundations of Thought and Action: A Social Cognitive Theory
TL;DR: In this paper, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.