A Closer Look at Gender in NAEP Mathematics Achievement and Affect Data: Intersections with Achievement, Race/Ethnicity, and Socioeconomic Status.

By Rebecca McGraw, S. Lubienski, Marilyn E. Strutchens. 2006

253 citations recorded by the source corpus.

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Citations in the corpus

Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, methodology): “This resulted in 14 research studies, including those completed by Lubienski et al. (2013) and McGraw et al. (2006) that also met the selection criteria for the broader review of gender research in mathematics education presented earlier.”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, unknown): “…influences of race and ethnicity (Birenbaum & Nasser, 2006; Brandon, Newton, & Hammond, 1987; Riegle-Crumb & Humphries, 2012; Stanic & Hart, 1995), culture (Hanna, 1989; Oppland-Cordell, 2014), class (Lubienski, 2002; McGraw, Lubienski, & Strutchens, 2006), and sexuality (Esmonde et al., 2009).”
Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, methodology): “adolescents will earn similar end-of-year grades in math and science); and (c) Gender Ethnicity interactions in attitudes and achievement, such that gender differences in math and science attitudes and achievement will be largest among White and Latino/Latina students and smallest among African Amer”
“But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations (2015, background): “In particular, research has consistently stressed the importance of students’ self- perceptions of mathematical ability in the decision to pursue a STEM major once they arrive at college (Casey et al. 1997; Fredricks and Eccles 2002; Marra et al. 2009; McGraw et al. 2006; Meece et al. 1990; Pajares ”
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School (2011, result): “These findings echo an earlier, smaller-scale study reported by Fennema, Carpenter, Jacobs, Franke, and Levi (1998) as well as NAEP analyses revealing a larger gender gap at the top of the achievement distribution (McGraw et al., 2006).”
Gender differences in achievement in a large, nationally representative sample of children and adolescents. (2015, methodology): “For example, McGraw et al. (2006) analyzed NAEP data between 1990 and 2003 and found that the male advantages in math were generally small or nonexistent, depending on the math skill assessed, but were pronounced for those students that scored at the higher end of the distribution.”
Cross-national patterns of gender differences in mathematics: a meta-analysis. (2010, result): “Despite overall similarities in achievement, boys felt more confident and less anxious in their math abilities and were more extrinsically and intrinsically motivated to do well in math than were girls, as consistent with previous research findings (Casey et al., 1997; Fredricks & Eccles, 2002; Hyde”