New trends in gender and mathematics performance: A meta-analysis.

Lindberg, Sara M.; Hyde, Janet Shibley; Petersen, Jennifer L.; Linn, Marcia C.

doi:10.1037/a0021276

Cited by 739 publications

(629 citation statements)

References 188 publications

Supporting

Mentioning

500

Contrasting

Unclassified

Order By: Relevance

“…Generally, the results of empirical research have suggested that men have advantages in mathematical and visuospatial abilities (Linn and Petersen 1985;Voyer et al 1995;Halpern et al 2016), that women have advantages in episodic memory (Halpern et al 2016;Herlitz and Rehnman 2008) and verbal ability (Hyde and Linn 1988;Reilly 2012), and that there are no significant sex differences in category fluency (Crossley et al 1997). Recent studies conducted in more gender-egalitarian societies have found smaller gender differences in levels of mathematical achievement (Guiso et al 2008;Else-Quest et al 2010;Lindberg et al 2010). Gender differences in cognitive tasks have been found to be stable from adulthood to old age, which suggests that age-related declines in cognitive abilities have similar trajectories in men and women (Barnes et al 2003;de Frias et al 2006;Gerstorf et al 2006).…”

Section: Sex Differences In Cognitive Functionmentioning

confidence: 99%

Sex Differences in Health and Survival

Oksuzyan

Gumà

Doblhammer

2018

A Demographic Perspective on Gender, Family and Health in Europe

View full text Add to dashboard Cite

Section: Sex Differences In Cognitive Functionmentioning

confidence: 99%

Sex Differences in Health and Survival

Oksuzyan

Gumà

Doblhammer

2018

A Demographic Perspective on Gender, Family and Health in Europe

View full text Add to dashboard Cite

“…A particular concern is that a larger gap exists at the top end of the distribution. That is, the highest performing boys significantly outperform the highest performing girls (Hedges & Friedman, 1993;Lindberg et al, 2010;Strand, Deary, & Smith, 2006).…”

mentioning

confidence: 99%

“…In a recent meta-analysis, Lindberg et al (2010) concluded that there is no overall gender difference in mathematics performance. However, their data suggest that a small to mediumsized difference exists in high school (d ϭ 0.23) and with high-performing students (d ϭ 0.40).…”

mentioning

confidence: 99%

An examination of stereotype threat effects on girls’ mathematics performance.

Ganley¹,

Mingle²,

Ryan³

et al. 2013

Developmental Psychology

111

View full text Add to dashboard Cite

Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects during childhood and adolescence. Three activation methods were used, ranging from implicit to explicit. Across studies, we found no evidence that the mathematics performance of school-age girls was impacted by stereotype threat. In 2 of the studies, there were gender differences on the mathematics assessment regardless of whether stereotype threat was activated. Potential reasons for these findings are discussed, including the possibility that stereotype threat effects only occur in very specific circumstances or that they are in fact occurring all the time. We also address the possibility that the literature regarding stereotype threat in children is subject to publication bias.

show abstract

“…However, such views are not unanimously shared, with other research demonstrating no differences (e.g. Lindberg, Hyde, Linn & Petersen, 2010;Scafidi & Bui, 2010) or, occasionally, stronger numeracy performance in female students (Elmore & Vasu, 1986).…”

Section: Demographicsmentioning

confidence: 83%