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Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective:

Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A... Between 1972 and 1974 the Study of Mathematically Precocious Youth (SMPY) identified over 2,000 7th and 8th graders who scored as well as a national sample of 11th and 12th grade females on the College Board’s Scholastic Aptitude Test (SAT) Mathematics or Verbal tests. A substantial sex difference in mathematical reasoning ability was found (Benbow & Stanley, 1980b, 1981). The consequences and development of this sex difference over the following 5 years were investigated longitudinally. Over 91 percent (1,996 out of 2,188 SMPY students) participated. This study established that the sex difference persisted over several years and was related to subsequent sex differences in mathematics achievement. The sex difference in mathematics did not reflect differential mathematics course taking. The abilities of males developed more rapidly than those of females. Sex differences favoring males were found in participation in mathematics, performance on the SAT-M, and taking of and performance on mathematics achievement and Advanced Placement Program examinations. SMPY females received better grades in their mathematics courses than SMPY males did. Few significant sex differences were found in attitudes toward mathematics. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective:

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References (47)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312019004598
Publisher site
See Article on Publisher Site

Abstract

Between 1972 and 1974 the Study of Mathematically Precocious Youth (SMPY) identified over 2,000 7th and 8th graders who scored as well as a national sample of 11th and 12th grade females on the College Board’s Scholastic Aptitude Test (SAT) Mathematics or Verbal tests. A substantial sex difference in mathematical reasoning ability was found (Benbow & Stanley, 1980b, 1981). The consequences and development of this sex difference over the following 5 years were investigated longitudinally. Over 91 percent (1,996 out of 2,188 SMPY students) participated. This study established that the sex difference persisted over several years and was related to subsequent sex differences in mathematics achievement. The sex difference in mathematics did not reflect differential mathematics course taking. The abilities of males developed more rapidly than those of females. Sex differences favoring males were found in participation in mathematics, performance on the SAT-M, and taking of and performance on mathematics achievement and Advanced Placement Program examinations. SMPY females received better grades in their mathematics courses than SMPY males did. Few significant sex differences were found in attitudes toward mathematics.

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

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