Gender Differences In Mathematics Performance A Meta-analysis Pdf
journal article
Social Psychology Quarterly
Published By: American Sociological Association
https://doi.org/10.2307/2786930
https://www. jstor .org/stable/2786930
We examine the standard socialization explanation of gender differences in mathematics performance using data from children in Grades 5 through 12. The evidence suggests that although girls earn better grades and higher scores on most tests than boys, their grades in mathematics are lower than their grades in other subjects. In addition, boys do better on the SAT, even though girls are at least as well prepared in coursework in this school. The standard socialization explanation of why girls have difficulties with mathematics, and a recent modification of this explanation, are not supported. There is no evidence of gender effects on parental encouragement in mathematics, and girls' anxiety about mathematics reflects general test anxiety rather than any special fear of mathematics. We argue that gender socialization processes must be more specific if they are to explain why boys outperform girls on some tests while girls outperform boys on others.
Social Psychology Quarterly (SPQ) publishes theoretical and empirical papers on the link between the individual and society, including the study of the relations of individuals to one another, as well as to groups, collectivities and institutions. It also includes the study of intra-individual processes insofar as they substantially influence or are influenced by social structure and process. SPQ is genuinely interdisciplinary, publishing works by both sociologists and psychologists. Published quarterly in March, June, September and December.
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Gender Differences In Mathematics Performance A Meta-analysis Pdf
Source: https://www.jstor.org/stable/2786930
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