Sex role attitudes and mathematical ability in 4th-, 8th-, and 11th-grade students from a high socioeconomic area.

Paulsen, Karen; Johnson, Margaret

doi:10.1037/0012-1649.19.2.210

Cited by 61 publications

(8 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, more women than men suffer from math anxiety (Brush 1978;Dutton 1956;Pedro et al 1981;Tobias 1978;Tobias & Weissbrod 1980). Such attitudes have been shown to correlate with performance and confidence in, perceived usefulness of, and intention to take further courses in mathematics (Aiken 1972;Aiken & Dreger 1961;Brush 1978;Carey 1958;Dreger & Aiken 1957;Dutton 1956;Fennema 1976;Fox 1982;Haven 1971;Hungerman 1967;Paulsen & Johnson 1983;Pedro et al 1981;Sherman 1980;.…”

Section: Socialization and Sex Differencesmentioning

confidence: 99%

“…Two studies cite evidence, however, that females have more positive attitudes toward mathematics than their male counterparts (Paulsen & Johnson 1983;Stright 1960), and others (Besag 1987;Brush 1978;Dreger & Aiken 1957) find no sex difference in math anxiety. Several other studies have noted that male and female students from the second grade through high school report equal liking of mathematics (Battle 1966;Dutton & Blum 1968;Ernest 1976;Hungerman 1967;Parsons 1983).…”

Section: Socialization and Sex Differencesmentioning

confidence: 99%

“…Sex-typing has been found to relate to mathematics scores and intention to take further mathematics courses (Dwyer 1974;Fennema & Sherman 1978;Paulsen & Johnson 1983;Sherman 1980;. For females, perception of mathematics as a male domain is linked to lower confidence in mathematical ability and to lower mathematical performance Sherman 1980).…”

Section: Females and Males Stereotype Mathematics As A Masculine Discmentioning

confidence: 99%

See 2 more Smart Citations

Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes

1988

View full text Add to dashboard Cite

Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

show abstract

Section: Socialization and Sex Differencesmentioning

confidence: 99%

Section: Socialization and Sex Differencesmentioning

confidence: 99%

Section: Females and Males Stereotype Mathematics As A Masculine Discmentioning

confidence: 99%

See 1 more Smart Citation

Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes

1988

View full text Add to dashboard Cite

show abstract

“…Several studies have found that girls tend to see mathematics as a masculine discipline, feel less confidence in their mathematical ability, and like math less than do boys (e.g., [8,24]). Some researchers have attributed these beliefs and prejudices (against math) to gender-specific expectations of parents and teachers who encourage males more than females to achieve in mathematics, and have found correlations between these beliefs/prejudices and math achievement [23,14].…”

Section: Introductionmentioning

confidence: 99%

Gender and Mathematics Achievement in China and the United States

Tsui

2007

Gend. Issues

View full text Add to dashboard Cite

This study examines the relationship between gender and mathematics achievement among students in China and the United States, with an emphasis on the gender gap among mathematically talented students. The results show that in neither the US nor China are there gender differences in eighth grade mathachievement test scores. In China, there are no gender differences in mean college entrance examination math scores among high-school seniors, while in America, the mean SAT-Math score among male high-school seniors has been consistently higher than those of their female counterparts. In both the US and China, there are gender differences among the top math performers on college entrance examinations; boys are over-represented. The Chinese national mathematics curriculum, well-trained teachers, beliefs by students and their parents that academic achievement is more a product of effort than of natural ability, a gender-neutral parental expectation for children's education, and generous family spending on the education of girls are suggested as possible factors underlying the comparable performance of the Chinese female and male students. The sorting system at Chinese secondary school level and a cultural stereotype favoring boys in mathematics are suggested as possible contributors to the math-achievement gender gap found among the top Chinese high school seniors.

show abstract

“…Although our study did not specifically test Sherman's hypothesis, many of the male-typed activities in the test of sex-role stereotyping used appear to promote the development of visuospatial skills more than the female-typed activities (e.g., carpentry and baseball vs cooking and sweeping). Sherman's hypothesis has been supported by several other studies (Blatter, 1983;Bradbard & Endsley, 1983;Paulsen & Johnson, 1983;Tegano & Faulkender, 1983). Cross-cultural studies have suggested that sex differences in field dependence-independence may be restricted to sexually stereotyped Western settings (Keyes, 1983).…”

Section: Discussionmentioning

confidence: 80%

Correlations among Field Dependence-Independence, Sex, Sex-Role Stereotype, and Age of Preschoolers

et al. 1991

View full text Add to dashboard Cite

Preschoolers (27 boys, mean age = 4.7 yr.; 24 girls, mean age = 4.6 yr.) were assessed for field dependence-independence (Preschool Embedded Figures Test), sex-role stereotyping (Sex-role Learning Inventory), and receptive verbal intelligence (Peabody Picture Vocabulary Test--Revised). Relative to the girls, the boys were significantly less field-independent and significantly more sex-role stereotyped. After age and Peabody IQs were partialled out by multiple regression, same-sex typing in boys and cross-sex typing in girls were significant predictors of field independence. The regression analysis also suggested that, by 5.3 yr. of age, the boys as a group surpassed the girls on field independence. Limitations of the present research and educational implications of the over-all findings are discussed.

show abstract

Sex role attitudes and mathematical ability in 4th-, 8th-, and 11th-grade students from a high socioeconomic area.

Cited by 61 publications

References 26 publications

Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes

Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes

Gender and Mathematics Achievement in China and the United States

Correlations among Field Dependence-Independence, Sex, Sex-Role Stereotype, and Age of Preschoolers

Contact Info

Product

Resources

About