Washington, DC, USA. Girls around the world are not worse at math than boys, even though boys are more confident in their math abilities, and girls from countries where gender equity is more prevalent are more likely to perform better on mathematics assessment tests, according to a new analysis of international research.

The researchers examined data from the Trends in International Mathematics and Science Study (TIMMS) and the Programme for International Student Assessment (PISA), representing 493,495 students located in 69 countries who ranged in age from 14-16.

Both studies' results were released in 2003, and not all countries participated in both assessments. The TIMSS focuses on basic math knowledge, while the PISA test assesses students' ability to use their math skills in the real world. The researchers dtermined these two tests offered a good sampling of students' math abilities.

"Stereotypes about female inferiority in mathematics are a distinct contrast to the actual scientific data," said Nicole Else-Quest, PhD, a psychology professor at Villanova University, and lead author of the meta-analysis. "These results show that girls will perform at the same level as the boys when they are given the right educational tools and have visible female role models excelling in mathematics."

While these measures tested different math abilities, there were only small gender differences for each, on average.

However, from nation to nation, the size of the gender differences varied a great deal.

The two studies also assessed students' level of confidence in their math abilities and how important they felt it was to do well in math in order to have a successful career. Despite overall similarities in math skills, boys felt significantly more confident in their abilities than girls did and were more motivated to do well.

The researchers also looked at different measures of women's education, political involvement, welfare and income in each country. There was some variability among countries when it came to gender differences in math and how it related to the status and welfare of women. For example, if certain countries had more women in research-related positions, the girls in that country were more likely to do better in math and feel more confident of those skills.

"This meta-analysis shows us that while the quality of instruction and curriculum affects children's learning, so do the value that schools, teachers and families place on girls' learning math. Girls are likely to perform as well as boys when they are encouraged to succeed," said Else-Quest.

CitationCross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis. Nicole M. Else-Quest, Janet Shibley Hyde, Marcia C. Linn. Psychological Bulletin 2010; 136(1): 103-127. doi:10.1037/a0018053
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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.

Keywords: gender differences, mathematics, gender equity, international data sets.

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