Sex Differences in Mathematics Achievement–a Longitudinal Study

Abstract

With the objective of investigating sex‐typed interests as possible causes of difference in mathematics achievement between the sexes, the study made use of longitudinal data from the Growth Study, begun at ETS in 1961. Growth in mathematics achievement as measured by STEP Math and SCAT‐Q was compared with changing interest patterns as reflected in certain biographical questionnaire responses. At grade 5 there were no differences in achievement, but thereafter the boys pulled ahead, while parallel differences emerged in the percentage perceiving mathematics as interesting and as likely to be helpful in earning a living.

La composante parentale d’un programme d’éveil numérique destiné aux enfants de milieu socioéconomiquement faible du niveau de la maternelle représente-t-elle une valeur ajoutée ?

“…Malgré l'absence de différence signifi cative en mathématiques souvent observée entre les sexes à l'âge préscolaire et à l'école primaire (Jones, 1984 ;Friedman, 1989), certaines études rapportent que les parents sont réputés mieux soutenir le développement des habiletés numériques de leur fi ls (Entwisle et Alexander, 1990 ;Entwisle, Alexander et Olson, 1994) dans la foulée du stéréotype selon lequel les garçons démontrent un plus grand intérêt que les fi lles pour les différents champs des mathématiques. Par exemple, les parents sont davantage portés à fournir aux garçons des jouets et des jeux éducatifs susceptibles de stimuler le développement des habiletés préalables au succès en mathématiques (Hilton et Berglund, 1974) ; en revanche, ils encourageront plus volontiers chez les fi lles des activités relationnelles et des échanges verbaux, sans grand souci pour les concepts informels des mathématiques. Cette caractéristique socioculturelle pourrait expliquer, du moins partiellement, que les parents du groupe consentement-comparaison ne se soient pas présentés aux ateliers, croyant que le programme d'éveil numérique rencontrait moins les intérêts de leur fi lle.…”

A Longitudinal Study on Attitudes Toward Mathematics by Department and Sex at the University Level

“…Thus, 82 students of the potential 103 students who took the MAS questionnaire for the second time in January 1988 were the subjects of the present longitudinal investigation. The 2-year time interval between the two administrations of an attitude scale is suggested and used in some studies (Aiken, 1970;Anttonnen, 1969;Hilton & Berglund, 1974).…”

“…One of the factors which has been the focus of investigation is the individual's sex. Although it is generally found that differences in attitudes toward mathematics are in favor of boys over girls at junior high level and beyond Haven, 1971;Hilton & Berglund, 1974; , the results of some studies have shown no significant sex differences (Aiken, 1970(Aiken, , 1976Armstrong, 1985). A study done by Stones, Beckman, and Stephens (1983) on factors influencing attitudes toward mathematics in precalculus college students has shown that attitudes toward mathematics are not significantly affected by sex, and first-year college students have significantly better attitudes toward mathematics than sophomore or juniors.…”

Issues of Stability and Change in Interest Development

“…Furthermore, we focus on the more global traitlike quality of interests, which covers school and academic content as well as nonschool content. Although research that focuses on a narrower band of school-only content (usually science and math) is important (e.g., Eccles et al, 1993;Eccles & Wigfield, 2002;Fouad & Smith, 1996;Hilton & Berglund, 1974;Lapan, Shaughnessy, & Boggs, 1996;Lopez, Lent, Brown, & Gore, 1997;Meece, Parsons, Kaczala, Goff, & Futterman, 1982;O'Brien, Martinez-Pons, & Kopala, 1999), we view interests and their impact on decision making more broadly. As such, our focus is on the broader, more general representation of interests as typically summarized by Holland's (1997) six interest types: Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), and Conventional (C).…”