Overturning Theories of a "Gender Gap"

the math hub blog by scholastic/tom snyder productions

Overturning Theories of a "Gender Gap"

Posted by Carolyn Kaemmer on Fri, Jan 06, 2012 @ 01:56 PM

A new study in the Notices of the American Mathematical Society strengthens evidence that gender gaps in math ability do not exist. The study concludes instead that gender gaps in mathematics performance reflect unequal opportunity for girls and boys. Interestingly, these findings dispel hypotheses that boys have a greater variability in ability than girls, resulting in higher attainment for top performers. On average, girls perform at least as well as boys on the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA). And in countries where there are observable disparities, these differences are mostly attributable to socio-cultural factors, especially gender stratification.

The authors used the results from 4th and 8th grade students on the 2003 and 2007 TIMSS as well as the scores of 4th grade students on the 2003 PISA. They analyzed a variety of factors that have been suggested as potential reasons for the traditional male-dominance of math. Some, including single-sex schooling, national income, and greater variability in male intellectual ability do not appear to impact math outcomes by gender.

The authors did observe, though, that women who are well-educated and have a high income are much more likely to ensure that their children reach a similarly high level of educational attainment. Thus, greater gender equity in the workforce correlates with higher math performance among both male and female students. Creating equitable employment opportunities and compensation promotes the development of higher math achievers. Fortunately, the United States has made strides toward eliminating gender stratification. For example, girls now perform equally with boys in math, even in high school, having closed the significant gap that existed in the 1970s. As we continue to expand opportunities for women in math and science, we will likely see even greater improvements in math performance across both genders.

Tags: Carolyn Kaemmer, mathematics, gender gap, math ability

Comments

As an early childhood educator for 40 years, I can document how young girls are equally if not more involved than young boys in mathematics activities/ideas. However, among young girls, I feel it is the influence of their mothers' attitudes about mathematics that seemed to have a greater effect on their daughters' interest rather than their income. I had mothers who earned high incomes who told me they 'hated' math in school. Their daughters tended to shy away from math activities. The mothers, who were architects, doctors, and other professions that involved mathematics, were delighted that their daughters 'loved' mathematics and explicitly supported their interest. Those young girls were very receptive to engaging with mathematics in the classroom. In fact, in one year of teaching 5 year olds, I had a core of 5 girls who routinely developed and participated in math activities consistently throughout the year, much more than the boys. That's why I believe it is so important to have women in early childhood education who can teach mathematics with a deep understanding to both girls and boys.

Posted @ Friday, January 06, 2012 2:42 PM by Barbara Gsovski

I was one of those girls in the 1970s who was atypical of the gender gap. During the 1980s while doing research on the gender gap, the literature available suggested that women who had excelled/pursued math had had a significant male role model, such as a father, uncle, or teacher. It's interesting that Ms. Gsovski finds that now it's the mothers who are influencing their daughters!

Posted @ Friday, January 06, 2012 3:40 PM by Kimberley

Certainly mothers who are enthusiastic about and involved in mathematics help their daughters gain confidence in math. And as Kimberley points out, although the study didn't directly address the potential role of fathers or teachers, it seems likely that their positive reinforcement would also help girls excel in math and pursue it. When role models hold girls to high standards in the math classroom, girls will tend to perform better. It will be interesting to see whether subsequent research reveals more specifically how role models contribute to girls' performance in math and the perceived "gender gap."

Posted @ Monday, January 09, 2012 2:27 PM by Carolyn Kaemmer

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