Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement

Parker, Philip D.; Zanden, Brooke Van; Parker, Rhiannon

doi:10.1016/j.learninstruc.2017.09.002

Cited by 59 publications

(38 citation statements)

References 53 publications

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“…This result supports the findings from a study which showed that while female students scored higher in self-efficacy related to language and arts than male students, male students tend to exhibit higher self-efficacy than their counterpart in mathematics [28]. Female students' lower self-efficacy has become an obstacle for them to advance in the mathematics related discipline [28], [29]. The result of this study suggests that more encouragement related activities in class may help female students to thrive better in learning mathematics.…”

Section: Resultssupporting

confidence: 87%

Gender Differences and Affective Factors Influencing Mathematics Learning Success in an Enabling Program

Ng¹,

Teoh²

2019

IJIET

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Mathematics learning and teaching is an area of interest to the teaching community in first year higher education and enabling programs due to the large gap of expected mathematics knowledge and the actual mathematics abilities of students in these programs with the goal of find solutions to bridge the gap of knowledge so that students can meet the expected knowledge required in a degree program of their choice. One of the factors of interest in the research community is the impact of gender on mathematics learning. This study investigates if there is a gender difference in terms of enabling students' mathematics achievement and affective factors related to mathematics, particularly, their self-efficacy, active learning strategies, perceived usefulness of mathematics, perception on learning environment that have an impact to their mathematics learning, achievement-oriented goals, enjoyment of mathematics, and mathematics anxiety based on a sample of 507 students undertaking an enabling program at a university in South Australia. Results indicated that male and female students' achievement in mathematics are statistically and significantly similar but male students scored higher in self-efficacy and enjoyment of learning mathematics while female students scored higher in mathematics anxiety. A discussion of the results and its implications are also presented.

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Section: Resultssupporting

confidence: 87%

Gender Differences and Affective Factors Influencing Mathematics Learning Success in an Enabling Program

Ng¹,

Teoh²

2019

IJIET

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“…The results related to Research Question 2 indicated that boys had higher scores in mathematics self-concept than girls in both achievement groups. This result is aligned with findings from larger studies which indicate reduced feelings of efficacy and competence in girls relative to boys when considering mathematics as a subject (Hyde, 2015;Parker, Van Zanden, & Parker, 2018;Sax, Kanny, Riggers-Pieh, Whang, & Paulson, 2015). Previous studies have shown mathematics self-concept to be a predictive factor in subsequent mathematics course selections (OECD, 2012;McPhan, Morony, Pegg, Cooksey, & Lynch, 2008).…”

Section: Discussionsupporting

confidence: 83%

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

Kirkham¹,

Chapman²

2020

JEDP

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Girls continue to be underrepresented in Year 11 and 12 intermediate and advanced mathematics courses in Australia, which has implications for their future educational opportunities and career aspirations. The present study compared the choices of 84 Year 10 girls and boys from one school for their Year 11 mathematics course, with their teachers’ recommendations for the same. Findings indicated that while most participants made course selections aligned with their teachers’ recommendations, girls tended to under-aspire and boys tended to over-aspire in their choice decisions, based on their teachers’ recommended course choices. In addition, utilising the Expectancy-value theoretical (EVT) framework, we surveyed participants to measure their self-perceptions (self-concept), and values about mathematics (intrinsic value, utility value, and attainment value). We also measured participants’ views on the domain of mathematics (sense of belonging, growth mindset, the status of mathematics, gender bias). Multivariate analysis of variance indicated that girls showed lowered self-concept, sense of belonging, and growth mindset than boys, also viewing mathematics as less of a high-status subject than boys. In addition, the survey obtained participants’ opinions on sociocultural influences on their mathematics course selections, with no significant gender differences noted.

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“…Educational statistics and worldwide media have reported a clear gender gap in academic achievement between males and females with boys lagging behind girls in terms of subject grades, secondary school graduation, and tertiary level enrollment and completion (Clark, Lee, Goodman, & Yacco, 2008;Parker, Van Zanden, & Parker, 2018). Researchers Majzub and Rais (2010) argue that male underachievement is a topic of critical importance both in Malaysia and around the world.…”

Section: A Global Perspectivementioning

confidence: 99%

Exploring gender differences in achievement through student voice: Critical insights and analyses

Jackman

Morrain-Webb

2019

Cogent Education

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The superior performance of females over males at high school and other levels appears to be a growing international phenomenon. This is notwithstanding the fact that a recent and significant comprehensive global meta-analysis that examined male-female performance at all levels revealed that girls have always outperformed boys in school. This meta-analysis included 502 effect sizes from 369 independent samples from articles published over a 100-year period beginning in 1914 with participants totaling 538,710 males and 595,332 females. Since the success of females is usually juxtaposed with the underperformance or failure of males, it is of critical importance in education today. Many reasons and rationales have been identified by professionals in education, psychology, sociology, counseling, history and culture. However, researchers have given little attention to this issue from the perspective of the students themselves. This exploratory qualitative study addresses this gap in the literature. This perspective is critical because it interrogates the beliefs of the students themselves and has the potential to unearth

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Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement

Cited by 59 publications

References 53 publications

Gender Differences and Affective Factors Influencing Mathematics Learning Success in an Enabling Program

Gender Differences and Affective Factors Influencing Mathematics Learning Success in an Enabling Program

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

Exploring gender differences in achievement through student voice: Critical insights and analyses

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