The Family Origin of the Math Gender Gap Is a White Affluent Phenomenon

Dossi, Gaia; Figlio, David N.; Giuliano, Paola; Sapienza, Paola

doi:10.1257/pandp.20211124

Cited by 2 publications

References 10 publications

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The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China

Luo,

Chen

2024

J. Intell.

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This study investigates the impact of math-gender stereotypes on students’ academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields.

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The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China

Luo,

Chen

2024

J. Intell.

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Globalisation Gender Sensitivity in the Teaching of Mathematics in Higher Education

Chakabwata

2024

Impacts of Globalization and Innovation in Mathematics Education

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The teaching of mathematics globally at university level, has created an environment that favours the performance of men over women. Men tend to perform better than women at university level. The gender gap has been explained by using biological and social cultural theories. It is also noted that at doctoral level the number of women who earn degrees is very minimal and the women graduates tend to be viewed as less competent when compared with men. The study employs poststructural feminism, socialcultural, and situated learning theories to explore the gender gap in mathematics. Gender stereotypes seem to have a major impact on performance of women in mathematics.

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The Family Origin of the Math Gender Gap Is a White Affluent Phenomenon

Cited by 2 publications

References 10 publications

The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China

The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China

Globalisation Gender Sensitivity in the Teaching of Mathematics in Higher Education

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