Explaining the Gender Gap in Math Test Scores: The Role of Competition

By Muriel Niederle, Lise Vesterlund. 2010

577 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/27cfa31fe7ffe033117118ca291e8a7ef523d383

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

In Education

In Safety Research

Citations in the corpus

Women in Academic Science (2014, background): “Niederle and Vesterlund (2010) have argued that girls’ performance on math tests and their willingness to compete in high-stakes testing environments are influenced by the gender differences of the other competitors and test takers.”
Gender and Competition (2011, background): “In Niederle & Vesterlund (2007), we chose a math task to understand why women are reluctant to enter competitive and male-dominated fields (for a review, see Niederle & Vesterlund 2010).”
Gender and competition in adolescence: task matters (2013, background): “In a similar vein, mathematical test scores, as opposed to for example verbal test scores, have been found to be a good predictor of future income (Niederle and Vesterlund 2010).”
Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “Furthermore, the type of task affects gender differences in the willingness to complete, with wider gaps in stereotypically male tasks (Niederle and Vesterlund, 2010; Große and Riener, 2010).”
Gender, Single-Sex Schooling and Maths Achievement (2012, background): “Niederle and Vesterlund (2010) note that the differences in observed maths scores may not necessarily match gender differences in maths skills but may in part reflect how men and women respond differently to testtaking environments.”
Mathematics and Gender: Heterogeneity in Causes and Consequences (2016, unknown): “This would be consistent with Niederle and Vesterlund (2007, 2010) who suggest that females underperform at the top of the distribution not because they have lower Mathematics ability, but rather because they have less taste for mixed-sex competition and low self-confidence in relation to…”
The Math Gender Gap: The Role of Culture (2014, result): “…latter result suggests that gender equality considerations are less important when peer pressure is low, consistent with Fryer and Levitt's lack of finding in countries with same-sex schools and with gender differential responses to competitive testing environments (Niederle & Vesterlund, 2010).”