International Gender × Item Difficulty interactions in mathematics and science achievement tests

By Andrew M. Penner. 2003

66 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4160117589defda5f181c386c8d58124c9dc26cd

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In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries (2008, background): “The gender gap in mathematics is sensitive to question format, subject matter and item difficulty (see Penner, 2003).”
Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, background): “There are numerous reviews and large-scale studies of gender differences in mathematics and its various subdomains (Hedges & Nowell, 1995; Hyde, Fennema, & Lamon, 1990; Lindberg, Hyde, Petersen, & Linn, 2010; Penner, 2003; Strand, Deary, & Smith, 2006).”
Sex differences in the right tail of cognitive abilities: A 30 year examination (2010, methodology): “2 Others have examined sex differences on the EXPLORE test (Swiatek, Lupkowski-Shoplik & O'Donoghue, 2000) and on the TIMSS (Penner, 2003).”
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances (2007, background): “More evident among the better high school students, the male advantage is in fact minimal on easy test items but increases as the items become more difficult, even when gender differences in variability are controlled (Penner, 2003).”
Is Victor Better than Victoria at Maths? (2007, methodology): “The results show that girls are as good in maths as boys, even in early adolescence, when other studies report gender differences much earlier (Davies & Brember, 1999; Penner, 2003).”
A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, background): “Some studies have shown that boys do better on the most difficult questions (Beller and Gafni 2000 ; Penner 2003 ) or that girls outperform boys on the easier questions with no difference on the most difficult questions (Duffy et al.”