Abstract
Based on the China Education Panel Survey, this study discusses how gender role perception influences the mathematical capability of female students from the multilevel perspectives of individual, family, school, and region. This study finds that the stereotypical view of gender roles held by students and parents has a significant impact on the mathematical capability of both sexes, with a positive effect on male students and a negative effect on female students. However, the threat of gender stereotypes does not have a negative impact on female students. In addition, the number and sex of children in the family and the local sex ratio have no significant impact on the mathematical capability of either male or female students. Therefore, the major factors affecting ‘females’ mathematics learning are the stereotypical views of the relationship between gender and mathematics held by female students and families rather than the tradition of favoring men over women.
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