Sex Differences in Mathematical Reasoning Ability at Age 13: Their Status 20 Years Later

Benbow, Camilla Persson; Lubinski, David; Shea, Daniel L.; Eftekhari-Sanjani, Hossain

doi:10.1111/1467-9280.00291

Cited by 206 publications

(228 citation statements)

References 28 publications

(31 reference statements)

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“…Sex differences in eventual career choices for two cohorts of mathematically talented youth. Data are from Benbow, Lubinski, Shea,& Eftekhari-Sanjani (2000). Biopsychosocial model showing how genes, hormones, and experiences alter brain development and how individuals select experiences from the environment based on their predilections and past experiences, thus also altering the size and connectivity of their brains.…”

Section: Resultsmentioning

confidence: 99%

“…Individuals who were assessed by age 13 as being in the top 1% in mathematical reasoning ability (cohorts 1 and 2) became highly educated: Over 90% earned a bachelor's degree, and over 25% earned a doctorate, with essentially no sex differences in degrees earned (Benbow, Lubinski, Shea, & Eftekhari-Sanjani, 2000). About 50% earned at least one postsecondary degree in math and science areas, with 64% of the top .5% in mathematical ability securing at least one postsecondary math or science degree (Benbow et al, 2000). The men were at least twice as likely to earn degrees in the inorganic sciences and engineering as the women, with the men earning almost five times as many doctorates in these areas as the women.…”

Section: Sex Differences In Career Development Choicesmentioning

confidence: 99%

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The Science of Sex Differences in Science and Mathematics

Halpern

Benbow

Geary

et al. 2007

Psychol Sci Public Interest

928

696

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SummaryAmid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the midrange of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high-and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and abilityincluding the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There

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Section: Resultsmentioning

confidence: 99%

Section: Sex Differences In Career Development Choicesmentioning

confidence: 99%

The Science of Sex Differences in Science and Mathematics

Halpern

Benbow

Geary

et al. 2007

Psychol Sci Public Interest

928

696

View full text Add to dashboard Cite

show abstract

“…Indeed, several studies have reported gender differences in math ability (e.g., Benbow, Lubinski, Shea, & Eftekhari-Sanjani, 2000;Hyde, Fennema, & Lamon, 1990;Mau & Lynn, 2000), showing that males outperformed females. Probably the strongest evidence for the existence of gender differences in mathematics performance comes from the Programme for International Student Assessment (PISA), published by the Organization for Economic Co-operation and Development (OECD, 2016), which assesses the competencies of 15-year-old students from 65 different countries in various subjects, including mathematics.…”

Section: Thinking and Reasoningmentioning

confidence: 99%

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

Primi

Donati

Chiesi

et al. 2017

Thinking & Reasoning

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CognitiveCognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test -Long (CRT-L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings. ARTICLE HISTORY

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“…Despite consensus regarding, and concern for, this gender disparity in mathematically oriented careers even among mathematically gifted male and female students (Benbow, Lubinski, Shea, & Eftekhari-Sanjani, 2000), there is much controversy regarding the degree to which this disparity results from inherent vs. culturally influenced sex differences in math ability and performance. The research has been inconsistent in demonstrating whether ☆ A portion of this work was completed as a partial requirement for the first author's Master of Science in Engineering degree in the Department of Applied Mathematics and Statistics at Johns Hopkins University.…”

Section: Introductionmentioning

confidence: 99%

A longitudinal analysis of sex differences in math and spatial skills in primary school age children

Lachance

Mazzocco

2006

Learning and Individual Differences

148

111

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We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years.

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Sex Differences in Mathematical Reasoning Ability at Age 13: Their Status 20 Years Later

Abstract: Abstract-Reported

Cited by 206 publications

References 28 publications

The Science of Sex Differences in Science and Mathematics

The Science of Sex Differences in Science and Mathematics

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

A longitudinal analysis of sex differences in math and spatial skills in primary school age children

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