Gender differences in adult numeracy skills: what is the role of education?

Cook, Rose

doi:10.1080/13803611.2018.1540992

Cited by 6 publications

(8 citation statements)

References 60 publications

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“…His research took data from PIAAC (Programme for the International Assessment of Adult Competencies) 2012 in 20 countries. The advantages of male numeracy have different variations in each country (Cook, 2018). Similar findings were found by Borgonovi who mentioned men have advantages in numeracy ability, while women have an advantage in literacy ability (Borgonovi et al, 2021).…”

Section: Discussionsupporting

confidence: 77%

“…Hango also argues that education determines a person's literacy and numeracy skills. The numeracy ability will be higher in line with the high level of education taken (Atasoy & Güçlü, 2020;Cook, 2018). On the other hand, Sebastião argues that students with s2 education have better financial literacy and numeracy skills than S1 education (Sebastião, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Research on numeracy ability according to gender and education level has been done by several researchers. Studies stating that the numeracy ability of women in adulthood is lower than that of men (Borgonovi et al, 2021;Cook, 2018). On the other hand, Suryadarma stated that women's numeracy skills are better than men at school age (Suryadarma, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Suprawata

Riastini²

2022

j. ilm. sekol. Dasar

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Various professions demand numeracy skills of at least level 3, including the teaching profession, but teacher numeracy ability data is currently not available. Numeracy is the ability to apply mathematical concepts to make decisions. This research aims to assess the numeracy ability of elementary school teachers based on gender and teacher education level. The school can use data on teacher numeracy skills to evaluate the implementation of numeracy literacy programs in schools. In this study, use a descriptive approach. A total of 27 primary school teachers were the subject of the study. Data collection used general and advanced numeracy test instruments, with 10 questions divided into 3 general numeracy questions and 7 advanced numeracy questions. The collected data was analyzed using descriptive statistical techniques by calculating frequency, average, and data trends. The study results were then presented in the form of a histogram and narrated. The result of this study was the numeracy ability of elementary school teachers classified as moderate. Female teachers have better numeracy skills than men. Teachers with S2 education levels have better numeracy skills than those with S1 education levels. Teacher numeracy skills need to be improved, especially in male teachers who have lower than female teachers. Professional development of teachers in the field of teacher numeracy literacy needs to be improved, and the development of numeracy literacy tests was required in order to measure teacher numeracy skills.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Suprawata

Riastini²

2022

j. ilm. sekol. Dasar

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“…Functional literacy is closely linked to reading comprehension and numeracy skills [ 23 ]. Although reading comprehension competence is similar between the sexes [ 24 ], studies have found that females have poorer numeracy skills than males [ 25 ], including those with higher education [ 26 ]. Poorer numeracy may account for the phenomenon that female students were more likely to have inadequate functional eHealth literacy than male students, but this merits further study.…”

Section: Discussionmentioning

confidence: 99%

eHealth Literacy and Beliefs About Medicines Among Taiwanese College Students: Cross-sectional Study

Huang¹,

Chiang²,

Yang³

2021

JMIR Med Inform

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Background Good eHealth literacy and correct beliefs about medicines are beneficial for making good health care decisions and may further influence an individual's quality of life. However, few studies have discussed these two factors simultaneously. Moreover, gender differences are associated with health literacy and beliefs about medicines. Therefore, it is important to examine the multiple relationships between college students’ eHealth literacy and beliefs about medicines, as well as gender differences. Objective This study aims to (1) examine the multiple relationships between eHealth literacy and beliefs about medicines and (2) analyze gender differences in eHealth literacy and beliefs about medicines with Taiwanese college students. Methods We used a paper-and-pencil questionnaire that included age, gender, 3-level eHealth literacy, and beliefs about medicines to collect data. In total, 475 data points were obtained and analyzed through independent t tests and canonical correlation analyses. Results The t test (t473=3.73; P<.001; t473=–2.10; P=.04) showed that women had lower functional eHealth literacy and more specific concerns about medicines than men. Canonical correlation analyses indicated that the first and second canonical correlation coefficients between eHealth literacy and beliefs about medicines reached a significant level, implying that a multivariate relationship indeed existed. Conclusions These findings reveal that women in Taiwan have lower functional eHealth literacy and stronger concerns about medicines than men. In addition, students with higher eHealth literacy have more positive perceptions of and beliefs about medicines.

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“…This gap shows up earlier in education (Mullis et al, 2020), and grows later on through adolescence (INVALSI, 2019;OECD, 2019) up to adulthood (Borgonovi et al, 2018). However, the gender disparity is not consistent across countries (Else-Quest et al, 2010), with more egalitarian countries, with equal educational opportunities for women and men, displaying a smaller or nonexistent gender gap (Spelke, 2005;Guiso et al, 2008;Cook, 2018). Some recent research failed to find empirical support for gender differences in basic numerical skills and early mathematical cognition (e.g., number and dot comparison, dot estimation and arithmetic, Hutchison et al, 2018; numerosity perception, counting and elementary school-based math concepts, 1 Official website: https://www.oecd.org/pisa/ 2 Official website: https://www.oecd.org/skills/piaac/ Kersey et al, 2018), suggesting that female and male children and young students enter formal education with the same level of mathematical knowledge.…”

Section: Gender Gap In Numeracy Competence and Math Anxietymentioning

confidence: 99%

Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety

2022

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The under-representation of women in Science, Technology, Engineering, and Mathematics (STEM) is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety (MA) and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender (NF = NM = 70) and Intelligent Quotient (IQ), completed online self-report questionnaires and a numeracy cognitive assessment test. Results show that females scored lower in the numeracy test, and higher in the non-cognitive measures. Moreover, compared to males’, females’ numeracy scores were more strongly influenced by MA and neuroticism. We also tested whether MA association to numeracy is mediated by neuroticism, and whether this mediation is characterized by gender differences. While we failed to detect a significant mediation of neuroticism in the association between MA and numeracy overall, when gender was added as a moderator in this association, neuroticism turned out to be significant for females only. Our findings revealed that non-cognitive factors differently supported numeracy in females and males in STEM programs.

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Gender differences in adult numeracy skills: what is the role of education?

Cited by 6 publications

References 60 publications

Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

eHealth Literacy and Beliefs About Medicines Among Taiwanese College Students: Cross-sectional Study

Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety

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