The “Girl Crisis”: The Relationship Between Early Gender Differences and Future Mathematical Learning and Participation

Abstract

In this chapter, we explore the early childhood origins gender differences and future mathematical learning and participation. We draw from the extant of the literature and also from our own recent research. We explore the evidence to consider whether different patterns of participation are motivated by cognitive, behavioral, attitudinal, or socialized differences. Additionally, we reflect on the lack of representation of males and fathers in research. In addition, we discuss the lack of conclusiveness in some of the gender gap research. Findings suggest gender differences in mathematical abilities prior to formal schooling may be more socialized than innate. A more recent meta-analysis demonstrated that gender differences tend to disappear over time.