Gender, culture, and mathematics performance

Gender, culture, and mathematics performance.

Using contemporary data from the U.S. and other nations, we address 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent? In regard to the first question, contemporary data indicate that girls in the U.S. have reached parity with boys...

A genetic perspective on gender, culture, and mathematics performance.

Both biological and social scientists have recently commented on the supposed greater variability of males in IQ tests and in mathematical achievement (1). Missing from these discussions is any consideration of possible genetic mechanisms that might be involved. To paraphrase Sir Arthur Eddington, ''it is a good rule not to put overmuch confidence in the observational results. .. until they are...

Gender, biology, and mathematics performance.

In their analyses of gender and cultural disparity in mathematical performance, Hyde and Mertz (1) focus on tests for differences between females and males, first in overall variance in scores for primary and secondary students, and second in participation and outcome for students with exceptionally high ability. A third crucial line of evidence is sex differences in mathematical disability, de...

Debunking Myths about Gender and Mathematics Performance

G ender differences in mathematics participation rate, mean and high-end performance, and variance in distribution of performance have been reported on numerous occasions. The reasons for these findings have been the subject of much debate. For example, the greater male variability hypothesis, originally proposed by Ellis in 1894 [42] and reiterated in 2005 by Lawrence Summers when he was presi...

Gender and Mathematics Education Revisited