Gender Differences and Similarities in Mathematics Performance: Results From Meta-Analyses

• In Event: Gender and Mathematics: An Interdisciplinary Symposium Examining Classroom Influences, Achievement, and Affect

Abstract

The question of gender differences in mathematics performance and ability remains a concern as scientists seek to address the underrepresentation of women at the highest levels of mathematics, the physical sciences, and engineering. Stereotypes that girls and women lack mathematical ability persist and are widely held by parents and teachers.

I will report on 3 very recent meta-analyses of research on gender differences in mathematics performance. The first involves a meta-analysis of data from U. S. state assessments mandated by No Child Left Behind legislation. Data were obtained from 10 states for children in grades 2 through 11, for a total of 7 million children. Effects sizes for gender differences in all grades were -0.10 < d < 0.10, where d is computed as the mean for males minus the mean for females divided by the pooled within-groups standard deviation. Therefore, overall, the results indicate gender similarities in mathematics performance.

In the second meta-analysis, we analyzed gender differences in recent published studies of mathematics performance. First, we meta-analyzed data from 246 studies published between 1990 and 2007, representing the testing of 912,301 people. Overall, d = -.02, indicating no gender difference, and VR = 1.07, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the NLSY, NELS88, LSAY, and NAEP. Effect sizes for the gender difference ranged between -0.07 and +0.10. Variance ratios ranged from 0.98 to 1.10. Taken together these findings, too, support the view that males and females perform similarly in mathematics.

The third meta-analysis addressed patterns of gender differences across nations. 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 two major international data sets, the 2003 TIMSS and PISA, 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. All of the mean effect sizes in mathematics achievement were very small (d < 0.15); however, national effect sizes showed considerable variability (ranging from d = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (d = 0.10 to 0.33). In contrast to previous tests of the gender stratification hypothesis, our results, point to specific domains of gender equity responsible for gender similarities or differences 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.

Implications of these findings for educational practice are discussed.

Author

• Janet S. Hyde, University of Wisconsin - Madison