Sex Differences in Mathematics Learning in a Canadian Setting

Sawada, Daiyo; Olson, Alton T.; Sigurdson, Sol E.

doi:10.2307/1494784

Canadian Journal of Education / Revue canadienne de l'éducation

1981

DOI: 10.2307/1494784

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Sex Differences in Mathematics Learning in a Canadian Setting

Daiyo Sawada¹,

Alton T. Olson²,

Sol E. Sigurdson³

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1984

1989

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“…Beginning in Grade 8 or 9, sex-related differences occur fairly consistently, and when they occur they almost always favor boys (Armstrong, 1981; Backman, 1972; Benbow & Stanley, 1982a; Burnett, Lane, & Dratt, 1979; Connor & Serbin, 1985; deWolf, 1981; Fennema, 1980; Fennema & Carpenter, 1981; Fennema & Sherman, 1977; Fox, Brody, & Tobin, 1985; Hanna, 1986; Hilton & Bergland, 1974; Kissane, 1986; Moore & Smith, 1987; Mura et al, 1985; Pallas & Alexander, 1983; Pattison & Grieve, 1984; Perl, 1982; Sawada, Olson, & Sigurdson, 1981; Weiner & Robinson, 1986; Wise, 1985). Male superiority does not appear in all samples, however.…”

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confidence: 99%

A new perspective on women's math achievement.

Kimball

1989

Psychological Bulletin

411

228

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This article presents an examination of the little noted sex-related difference in classroom grades. In contrast to standardized measures of mathematics achievement, girls receive better math grades than do boys. Three hypotheses are proposed to account for this difference. The first hypothesis proposes that boys' greater math experience facilitates their performance on standardized tests. The second hypothesis proposes that math learning styles account for the observed differences. Autonomous learning behavior is presumed to facilitate performance on standardized tests, whereas rote learning is presumed to facilitate performance on classroom exams. The third hypothesis proposes that boys and girls respond differently to novel and familiar achievement situations. It is hypothesized that girls do better when dealing with familiar situations such as classroom exams, whereas boys do better when dealing with novel situations such as standardized tests. Theoretical and empirical evidence consistent with each hypothesis is reviewed, and directions for further research are explored.The traditional view of sex-related differences in mathematics achievement has focused on nonclassroom measures of mathematics achievement, usually a standardized test. The conclusions from this literature are reasonably consistent. Sexrelated differences do not reliably appear until the junior high school years; when they appear, they almost always favor boys, and differences are greater for very bright adolescents.One question has been thoroughly explored in the literature: When do sex-related differences favoring boys appear? Up until junior high school, sex-related differences are rare. The most common finding is that sex-related differences do not occur (

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confidence: 99%

A new perspective on women's math achievement.

Kimball

1989

Psychological Bulletin

411

228

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Vive la Différence: A Comparison of Male-Female Academic Performance

Decore¹

1984

CJHE

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La croissance de la participation féminine à la formation universitaire témoigne d'une tendance qui est devenue évidente depuis quelque temps. Selon la littéra-ture sur les tests d'aptitude et de compétence intellectuelles, dont certains indi-quent la supériorité des hommes dans les mathématiques et les sciences et celle des femmes dans les humanités et les sciences sociales, la performance à l'univer-sité devrait refléter ces mêmes différences. Cette prévision devrait se confirmer à mesure que les nombres d'hommes et de femmes arrivent à égalité dans certains domaines d'études et que les effets de la sélection de la "crèmede la société"sont réduits, surtout dans le cas des femmes en sciences et mathématiques. Une analyse des données sur les résultats des étudiants a l'Université d'Alberta n'apporte aucun appui à la prévision d'une performance supérieure par les hommes dans les domaines des mathématiques et des sciences.

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Sex Differences in Mathematics Learning in a Canadian Setting

Cited by 2 publications

References 6 publications

A new perspective on women's math achievement.

A new perspective on women's math achievement.

Vive la Différence: A Comparison of Male-Female Academic Performance

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