Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective

Benbow, Camilla Persson; Stanley, Julian C.

doi:10.3102/00028312019004598

Cited by 205 publications

(78 citation statements)

References 16 publications

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“…Few major writers, artists, or scientists emerged from this 'genius' level IQ group. Other wellknown longitudinal studies of giftedness, however, demonstrated higher levels of creative achievement in adulthood; these include Julian Stanley's Study of Mathematically Precocious Youth (SMYP; Benbow & Minor, 1986;Benbow & Stanley, 1982;Lubinski & Benbow, 1994;Stanley & Benbow, 1982) and Rena Subotnik's longitudinal examination of 1983 Westinghouse semi-finalists (Subotnik & Steiner, 1994;Subotnik, Duschl, & Selmon, 1993).…”

Section: Age Giftedness and Scientific Achievementmentioning

confidence: 96%

The Development of Scientific Talent in Westinghouse Finalists and Members of the National Academy of Sciences

Feist

2006

J Adult Dev

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This paper reports the results of two studies on the development of scientific talent among the scientific elite: finalists in the Westinghouse Science Competition and members of the National Academy of Sciences (NAS). Sampling four cohorts of finalists, we examined whether these gifted teenagers actually do go on to be the best scientists of the next generation by coding education and career outcomes. Finalists were quite successful and stayed mostly within science and medicine for their career choice. A rather high-although marginally unequal-portion of male (91%) and female (74%) finalists earned a doctoral degree. Women were also more likely to change to non-scientific professions than men. Among the most compelling findings from the NAS study were: age that scientific talent was recognized by self and others was an important predictor of early publication, which in turn was an important predictor of lifetime productivity. Growth curve analyses suggested a cubic model of best-fit productivity data over time. Moreover, in both samples there was an association between scientific achievement and recent immigrant status. Various theoretical models are discussed as possible explanations for the developmental, gender, and immigrant-status findings on scientific talent.

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Section: Age Giftedness and Scientific Achievementmentioning

confidence: 96%

The Development of Scientific Talent in Westinghouse Finalists and Members of the National Academy of Sciences

Feist

2006

J Adult Dev

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“…Many of the studies examining the effects of background on mathematical performance have focused on the relation between sex and courses taken. It is well documented that males take more mathematics courses than females (Armstrong 1981;Benbow and Stanley 1982;Fennema and Sherman 1977). Several studies have found that controlling for course-taking substantially reduces.…”

Section: Introductionmentioning

confidence: 99%

Sex Differences in Problem‐solving Strategies Used by High‐scoring Examinees on the Sat‐m

Gallagher¹

1992

ETS Research Report Series

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An item classification scheme developed by Gallagher (1990) was refined, resulting in a more accurate prediction of sex differences in performance on the mathematical sections of the College Board's Scholastic Aptitude Test (SAT). When Differential Item Functioning (DIF) procedures were performed on item data for examinees scoring above 650, the majority of items that were flagged as favoring males required the use of mathematical insight, whereas all the items flagged as favoring females required standard algorithmic solutions. Structured interviews were conducted with students (25 males and 22 females) in this score range to determine the nature of differences in strategy use. A classification scheme was developed for strategies that paralleled the item classification categories. There was substantial overlap in strategies used by males and females; however, analyses of strategy types used across all items indicated that females were more likely than males to use algorithmic strategies and males were more likely than females to use insightful strategies. It should be noted that these findings constitute a generalization across a group of subjects and items, and that there were several individual instances of males using more algorithmic strategies than females and females using more insightful strategies than males. Questionnaire data gathered from students who participated in interviews indicated a positive relationship for both males and females between SAT‐mathematical performance and positive attitudes toward mathematics (e.g., liking mathematics as a subject and recognizing its usefulness to their adult lives). The use of algorithmic strategies, however, was correlated with negative attitudes toward mathematics (e.g., mathematics being difficult and not being relevant to their lives). Implications of these and other findings are discussed.

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“…For both men and women, mathematical self-confidence after four years of college is most strongly predicted by factors pertaining to precollege experiences: initial math self-confidence, SAT scores, an initial interest in science, and for women only, having higher grades and greater math and science preparation in high school. Providing students, especially women, with early preparation and encouragement has been a major recommendation in a number of studies and reports (Benbow and Stanley, 1982; Ethington and Wolfle, 1984; Meece et al, 1982;Sherman, 1982Sherman, , 1983. Echoing previous suggestions, findings from this study suggest that in order to develop students' mathematical self-confidence, all students, and women in particular, should be encouraged to take more math courses in high school, They 160 SAX should receive positive reinforcements for their accomplishments, and should be encouraged to express confidence in their intellectual abilities.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Mathematical self-concept: How college reinforces the gender gap

Sax¹

1994

Res High Educ

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Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective

Cited by 205 publications

References 16 publications

The Development of Scientific Talent in Westinghouse Finalists and Members of the National Academy of Sciences

The Development of Scientific Talent in Westinghouse Finalists and Members of the National Academy of Sciences

Sex Differences in Problem‐solving Strategies Used by High‐scoring Examinees on the Sat‐m

Mathematical self-concept: How college reinforces the gender gap

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