New trends in gender and mathematics performance: A meta-analysis.
- 1 January 2010
- journal article
- research article
- Published by American Psychological Association (APA) in Psychological Bulletin
- Vol. 136 (6), 1123-1135
- https://doi.org/10.1037/a0021276
Abstract
In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between -0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics.Keywords
Funding Information
- National Science Foundation (REC 0635444)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (T32 HD049302)
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