Females In Mathematics Research Articles

Bullying at School and Students' Learning Outcomes: International Perspective and Gender Analysis.

The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.

Would female student teachers at primary teacher education colleges study mathematics were it optional?

In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed a questionnaire, and 160 of them participated in FGDs. A descriptive statistical analysis was conducted on the quantitative data while a thematic analysis was conducted on the qualitative data. The findings show that 68% of female students would choose to study mathematics while 32% would not. This correlated with the students’ mathematics scores at the end of their secondary school national examination. Those students with high score passes opted for mathematics and those with low score passes did not, suggesting that performance at secondary school influenced their confidence in studying mathematics. Female student teachers’ reasons for choosing or not choosing mathematics were it optional are classified into 5 categories: the perceived usefulness of mathematics, inner motivation to study mathematics, the nature of the college mathematics content, how mathematics courses are taught at colleges, and gender stereotype in mathematics lessons. We discuss these in relation to the Malawian government’s agenda of increasing participation of females in mathematics, science, technology, and engineering.

An analysis of Italian university students\u2019 performance through segmented regression models: gender differences in STEM courses

This paper investigates gender differences in university performances in Science, Technology, Engineering and Mathematics (STEM) courses in Italy, proposing a novel application through the segmented regression models. The analysis concerns freshmen students enrolled at a 3-year STEM degree in Italian universities in the last decade, with a focus on the relationship between the number of university credits earned during the first year (a good predictor of the regularity of the career) and the probability of getting the bachelor degree within 4 years. Data is provided by the Italian Ministry of University and Research (MIUR). Our analysis confirms that first-year performance is strongly correlated to obtaining a degree within 4 years. Furthermore, our findings show that gender differences vary among STEM courses, in accordance with the care-oriented and technical-oriented dichotomy. Males outperform females in mathematics, physics, chemistry and computer science, while females are slightly better than males in biology. In engineering, female performance seems to follow the male stream. Finally, accounting for other important covariates regarding students, we point out the importance of high school background and students’ demographic characteristics.

Stereotype threat effects on Italian girls' mathematics performance: A failure to replicate.

Many studies have found that males, on average, perform better than females in mathematics, although the size of this gender gap is small and varies considerably across countries. Stereotype threat has been proposed as a principal cause of this gender gap. From this perspective, females' performance is affected by fear of confirming a negative stereotype about females' mathematical ability and this stereotype can be activated by an experimental manipulation that reminds females of the stereotype. Yet, evidence of a stereotype threat effect on mathematics performance in childhood and adolescence has been mixed. The present study replicated a highly cited study of stereotype threat among Italian adolescents with a much larger sample of Italian ninth grade (89 male, 75 female, mean age = 14.2) and eleventh grade (84 male, 80 female, mean age = 16.2) public high school students. Performance in tests administered both before and after the experimental manipulations were analyzed with a series of logistic mixed-effects models. Model comparisons confirmed that males performed better than females, but the probability of a stereotype threat effect was infinitesimal. We conclude that Italian adolescent gender differences in mathematics may not be explained by stereotype threat effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset

Whether males outperform females in mathematics is still debated. Such a gender gap varies across countries, but the determinants of the differences are unclear and could be produced by heterogeneity in the instructional systems or cultures and may vary across school grades. To clarify this issue, we took advantage of the INVALSI dataset, that offered over 13 million observations covering one single instructional system (i.e., the Italian system) in grades 2, 5, and 8, in the period 2010–2018. Results showed that males outperformed females in mathematics (and vice versa in reading), with gaps widening from the 2nd through to the 8th grade. The gender gap in mathematics was larger in the richer northern Italian regions (also characterized by greater gender equality) than in southern regions. This was not explained by average performance or fully accounted for by economic factors. No such north-south difference of the gap emerged in reading. Results are discussed with reference to the literature showing that the gender gap varies across world regions.

Girls Do Better

abstractIn this article we analyse gender gaps in educational outcomes in South Africa using four nationally-representative datasets - Progress in International Reading and Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) and Matriculation – over the period 1995-2018. We show that girls outperform boys at the mean in all subjects and all grades, including in Mathematics and Physical Science, as well as in the school-leaving exam, Matric. Pro-girl gaps at the primary-school level are large and statistically significant with Grade 4 girls an entire year ahead of Grade 4 boys in reading outcomes. Similarly, large differences can be found in the most recent (2018) Matric microdata. We show that the received wisdom in South Africa, that males outperform females in Mathematics and Physical Science in Matric, is partly a function of higher rates of male dropout in high school, leaving a stronger cohort of males to write matric. In 2018, for every 100 females in matric there were only 80 males. If one compares an equal number of males and females in matric, girls do unequivocally better in all 13 subjects when looking at average performance. When looking at higher levels of achievement (60%+) girls do better in nine subjects and boys do better in two subjects (Mathematics and Physical Science). However, girls are still less likely to fail these two subjects when compared to their male counterparts. Given these results and the theory that human capital contributes to employment and earnings, we see the need for further research in the South African context for why the female advantage in education does not translate into a female advantage in the labour market. What are the general, and specific, constraints for why women experience inferior labour outcomes in the world of work?

How does the grade obtained at school for English and Mathematics affect the probability of graduation at a university?

Over half of all students enrolling at a particular university in KwaZulu-Natal fail to complete a degree. This article is wanting to determine to what extent the marks they obtain for English and Mathematics at school impact on their probability of graduation at this university. In addressing this problem, other student specific factors associated with their gender, race and the type of school they have attended need also to be properly accounted for. To provide answers for this study, the performance of 24 392 students enrolling at the university over the period 2004 to 2012 was followed until they graduated or dropped out from their studies. A structural equation model was fitted because it allows one to separate a direct effect from that of an indirect effect. Gender, race and school background were found to be very significant with males, Black Africans and students coming from a less privileged school background having a smaller probability associated with eventually graduating from this university. Males tend to perform better than females in Mathematics, with females performing better males in English. More importantly, however, a single percentage point increase in one’s mark for English increases the probability associated with graduating from this university far more than would be the case if their Mathematics mark were to increase by a single percentage point. In the light of these mediated results, perhaps this university should be directing their efforts more towards improving the English (rather than mathematical) literacy of students entering the university.

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Exploring why more males achieve more than females in mathematics at secondary school level when there appear to be no gender differences in the achievement at earlier years is worthy of investigation. The aim of this study was to investigate the influence of attitude towards mathematics on the achievement of female students in comparison with their male counterparts and also to examine the relationship between attitudes and mathematics achievement. The participants of the study were 240 grade ten and 127 grade twelve students of General Secondary and Preparatory School in Wolkite Town. These students were selected using stratified random sampling technique. Attitude towards Mathematics Inventory (ATMI) was used to measure students’ attitude, whereas their achievement was measured by the score obtained from Mathematics Achievement Test (MAT). Descriptive Statistics, Multiple Linear Regression Models, Independent – samples t – test, and Pearson Correlation Coefficient were employed to analyze the collected data by using a Statistical Package for Social Sciences (SPSS) version 20. The results, in both grade levels, unveiled that students had positive attitude towards mathematics but at medium level, however, the level of female students was less than males. The regression models were fit in predicting the contribution of components of attitude towards mathematics scales on students’ achievement. In this regard, 42.8% (Grade 10) and 55.4% (Grade 12) of the variation in the achievement of students were jointly accounted for by the three variables – the enjoyment, the motivation, and the confidence attitude scales. In both grade levels, no significant gender differences were shown in attitudes towards mathematics but females showed greater decline in attitudes in terms of grade level. However, significant gender differences were specified on achievement. Attitude towards mathematics and students’ achievement were significantly correlated (r =.660; p <.001 (Grade 10) and r =.735; p <.001 (Grade 12)). Therefore, this study suggests that, the school, the teachers, parents, and concerned bodies have to intervene and design ways in order to enhance students’ attitude and performance in mathematics, in particular female students.

Spatial and gender inequality in the Kenya certificate of primary education examination results

Kenya's 8-4-4 system of education consists of 8 years of primary education, 4 years of secondary education, and 4 years of university education. The system was introduced in 1985 with the primary aim of better aligning Kenya's education system with its development aspirations. In particular, the system sought to reduce youth unemployment by offering them life skills training as well as technical and vocational skills. At the completion of 8 years of primary education, students take the national Kenya Certificate of Primary Education (KCPE) exam which tests students in five courses: English, Kiswahili, mathematics, science, and social studies and religious education (SSR). However, since the adoption of the 8-4-4 system, no comprehensive study of the spatial distribution of KCPE exam scores, especially by gender has been done. Thus, this study examines nationwide performance on the 2011 KCPE exam by gender using Geographic Information Systems (GIS) and spatial statistics. Examination scores derived from approximately 17,217 public primary schools and 630,625 students were used in the study. Point pattern analysis was subsequently used to extract useful information from the dataset. A hot spot and cold spot analysis was then performed to see if unusual concentrations of scores exist in space in terms of overall performance, performance by gender, and individual subject scores. Our results show an existence of significant variability in terms of overall performance, performance by gender, and individual subject scores; with males outperforming females in mathematics, science, and SSR. Additionally, we found that proximity to major road networks and urban centers positively influences student performance on the KCPE exam probably because these factors influence the availability of educational resources (such as books and teachers), masterly of English (the language of instruction), teacher supervision, and child teachability.

Mindful Learning: A Moderator of Gender Differences in Mathematics Performance

Past research has demonstrated that males outperform females in mathematics (Hyde, J. S., Fennema, E., & Lamon, S. J., Psychol Bull 107:139–155, 1990a). Research has also shown that encouraging mindful learning–learning information in a conditional rather than an absolute way–can increase mathematics performance in females (Ritchhart, R., & Perkins, D. N., J Social Issues 56:27–47, 2000). This paper examines the moderating role of mindful learning for gender differences, by manipulating mindful learning for females’ and males’ performance on a novel math task. The results from this study show that males performed better than females when mindful learning was not encouraged (absolute instruction), but males and females performed equally well when mindful learning was encouraged (conditional instruction). Thus we find that mindful learning moderates gender differences in math performance.

Aptitude or attitude? Lawrence Summers' recent remarks reflect what little progress has been made in the public's understanding why women are under-represented in science.

Lawrence Summers' recent remarks reflect what little progress has been made in the public's understanding of why women are under-represented in science

Editorial: Gifted females in mathematics, the natural sciences and technology

The idea for this special issue of High Ability Studies came about over the course of a symposium with the title “Gender Differences in Math and Natural Sciences among gifted children” at the 15th ...

Gender Differences among Elementary School-Aged Gifted Students in Achievement, Perceptions of Ability, and Subject Preference

Previous research suggests that, while gender differences on standardized tests among high school-aged students have diminished, they persist among academically gifted students. This study examined patterns of gender differences for younger, elementary school-aged gifted students. Results showed that, on an off-level achievement test, males outperformed females in mathematics beginning in grade 3, although effect sizes were small. The ratio of males to females achieving very high scores on the mathematics subtest was 2:1, but this difference was only significant among 5th and 6th graders. Both males and females had a preference for mathematics over other subjects. More girls perceived their academic strengths to be in verbal areas, while most boys perceived theirs to be in mathematics and science. Girls' and boys' perceptions of their academic strengths corresponded to their actual performance on the off-level test. Tested abilities also corresponded to students' choice of easiest and most challenging subject.

Selected Resources for Encouraging Females in Mathematics

Girls seem to do fine in mathematics until the middle grades, when a number of factors begin to influence their mathematics achievement and attitude negatively (e.g., NCES 1997). As Yusuf (1995) points out, “Gender differences in mathematics performance are predominantly due to the accumulated effects of sex-role stereotypes in family, school, and society” (p. 187). Unfortunately, research shows that schooling exacerbates rather than improves this situation, even in the classrooms of well-meaning teachers of either gender or any ethnic background (e.g., Sadker and Sadker [1995]).

The Assessment of Females in Mathematics

Many assessment procedures in mathematics have been shown to disadvantage females in some situations. The authors show that females prefer questions set in “environmental” or “people” contexts and indicate that they do better on familiar, rather than problem-solving, questions. Performance of male and female students (both Maori and non-Maori) gives clear evidence that in secondary school national mathematics examinations, and in some university mathematics papers, females do better in the internal assessment than in the examination while the reverse is true for males. The New Zealand practice of moderating internal assessment by examination results is therefore weighted against female students. All assessment of mathematics performance should incorporate a number of different procedures in order to provide a more authentic measure of various mathematical abilities.

Girls in the Mathematics Classroom: What's Happening with Our Best and Brightest?

With the advent of both the women's movement and a heightened national nterest in educational excellence, scholary attention has been focused on the success of females in mathematics. Sells (1978) Identified mathematics as the “critical filter” that could limit the range of career choices available to those who do not take an adequate number of high school mathematics courses. Casserly and Rock (1979) looked at factors that differentiate girls who enroll in Advanced Placement mathematics courses from those who do not. Studies of Fennema and Sherman (1977) demonstrated that gender differences in mathematics achievement are substantially reduced when the number of mathematics courses is controlled. Benbow and Stanley (1982), however, found that sex differences in mathematics achievement did not reflect differential mathematics course taking. Their study involved students in the Study of Mathematically Precocious Youth (SMPY) who, as seventh and eighth graders, scored as well as a national sample of eleventh- and twelfth-grade females on the S.A.T. mathematics and verbal tests