Gender Gaps in Overestimation of Math Performance

Abstract

In the United States, men are more likely to pursue math-intense STEM courses and careers than women. This investigation explored whether positivity bias in the degree to which people overestimate their past performance contributes to this gender gap. To find out, two studies were conducted with undergraduate college students in the Southern United States. In Study 1, participants (n=122) completed a math test and estimated the percent they had solved. They then were given feedback and completed a second math test and estimation. Men overestimated their performance more than women, judging they had done better on the test than they actually had. This gender difference was not present after feedback. Further, women, but not men, who reported a more positive previous experience with math were more likely to overestimate their performance. In Study 2, participants (n=184) completed a math test and estimated the percent they had solved. They also reported their interest in pursuing math courses and careers. Again, men overestimated their performance more than women. This greater overestimation of performance in men accounted for their greater intent to pursue math fields compared to women. The findings suggest that gender gaps in STEM fields are not necessarily the result of women underestimating their abilities, but rather may be due to men overestimating their abilities.

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

“…Another well-documented stereotype women in STEM face is the cultural stereotype regarding women and weak mathematics ability (Bench et al 2015;Luong and Knobloch-Westerwick 2017;Rea 2015;Shaffer, Marx, and Prislin 2013;Shapiro and Williams 2012;Thoman et al 2008). Park et al (2016) even found women (but not men) were more likely to show worse mathematics performance and less interest in STEM careers to seem desirable when pursuing smarter romantic partners on campus.…”

Shifting STEM Stereotypes? Considering the Role of Peer and Teacher Gender

“…The literature on males' endorsement of gender/ STEM stereotypes is comparatively limited, but offers evidence that men are generally more likely to endorse such stereotypes than women, and that, in particular, men in STEM fields are very likely to hold gender stereotypical views (Nosek et al, 2002;Smeding, 2012;Young et al, 2013). Again, these patterns make sense, particularly as men who are pursuing STEM benefit from the stereotype that they are naturally gifted and prone to be successful in their chosen field; indeed, this belief can help buffer negative psychological effects of any instance of low performance, as poor performance can be attributed to bad luck or extenuating circumstances, and not their actual ability (Bench, Lench, Liew, Miner, & Flores, 2015;Niederle & Vesterlund, 2010). Yet given that males are arguably the most likely source of females' exposure to stereotypes, it is critical to expand upon the limited research in this area to better understand males' beliefs.…”

“…Again, these patterns make sense, particularly as men who are pursuing STEM benefit from the stereotype that they are naturally gifted and prone to be successful in their chosen field; indeed this belief can help buffer negative psychological effects of any instance of low performance, as poor performance can be attributed to bad luck or extenuating circumstances, and not their actual ability (Bench et al, 2015; Niederle & Vesterlund, 2010). Yet given that males are arguably the most likely source of females’ exposure to stereotypes, it is critical to expand upon the limited research in this area to better understand males’ beliefs.…”

The effect of first high school science teacher's gender and gender matching on students' science identity in college

“…For example, it has been well documented that, even when men and women had similar science performance, men tended to be overconfident about their science competence. which led to a stronger belief in their science identity, compared with women who tended to underestimate their science competence (Bench, Lench, Miner, Flores, & Liew, ; Watt, ). For another example, science identity was found to be strongly related to motivations such as communal goals or agency goals (e.g., Diekman, Weisgram, & Belanger, ).…”