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Abstract
In 1980 we published a report in Science which showed that differential course-taking does account for the large sex differences in mathematical reasoning ability found among intellectually talented seventh graders. Pallas and Alexander (1983) have recently claimed that our original paper did make clear our intention to focus on mathematical reasoning ability rather than other features of quantitative ability. We wish to point out that the abstract (A substantial difference in mathematical reasoning ability ... in favor of boys was found), the first paragraph (three times), the methods section (the mathematical section [of the SAT-M] is particularly designed to measure mathematical reasoning ability), the main conclusion (Moreover, the greatest disparity between the boys and girls is in the upper ranges of mathematical reasoning ability), the lead paragraph of the discussion (It is notable that we observed sizable sex differences in mathematical reasoning ability in seventh grade students), and numerous places elsewhere throughout the paper explicitly employ the phrase mathematical reasoning ability. It is, therefore, understandable that we are puzzled by how our use of the term mathematical reasoning ability 13 times in prominent places in a 2,000 word article does make clear our intention to focus specifically on mathematical reasoning ability. Pallas and Alexander (1983) have also suggested that our work was only an indirect test of the differential coursework hypothesis. They state that [t]he finding that other, unspecified factors also contribute to the sex difference in quantitative performance hardly compels one to the conclusion that specialized coursework does not (p. 4). We did draw that conclusion. Our sole conclusion was that differential course-taking does account for the sex differences we observed. It could account for the differences because we showed that the boys and girls in our study had had the same amount of formal training. That is as direct as one can get.
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