Abstract
In order to test the role of social psychological factors in the underrepresentation of women in mathmatics and related academic fields, a two-wave panel survey was conducted among freshmen university students (88 females and 44 males). Before and during their first academic year, survey respondents completed questionnaires assessing their psychological androgyny (employing the Bem Sex-Role Inventory) and their causal attributions for success and failure in various areas of academic achievement. Results of cross-lagged panel correlation analyses confirmed the predicted causal relationship between sex-role identification and feelings of control over achievement in mathematics and science among female respondents. No such relationship was evidenced among male respondents or among females for nonmathematical areas of academic achievement.
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