Gender Differences in Mathematical Trajectories

By E. Leahey, G. Guo. 2001

185 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4731abb3a055f2e0257aad12836a0ba9f7d9dfd6

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In Education

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

The association between mathematical word problems and reading comprehension (2008, background): “It has to be taken into account, however, that there are component‐level differences in maths performance between the genders (Jordan et al, 2003 ; Leahey & Guo, 2001 ).”
Primary school text comprehension predicts mathematical word problem-solving skills in secondary school (2016, background): “In terms of mathematics (Leahey & Guo, 2001), school-aged boys have been found to master problem-solving tasks better than girls (Geary, 1996).”
Gender Differences in Gifted and Average-Ability Students (2008, background): “Looking at performance differences-typically assessed with standardized mathematics tests-metaanalytic research indicates that most gender differences are small and steadily declining in samples from the general population (Hyde et aI., 1990; Leahey & Guo, 2001).”
Social status as a predictor of race and gender stereotypes in late childhood and early adolescence (2007, background): “…the fact that, especially in the early grades, girls either outperform boys in maths and science or perform at the same level (Campbell, Hombo & Mazzeo, 2000; Frome & Eccles, 1998; Leahy & Guo, 2001) or the prevalence of interventions aimed at increasing girls’ performance in maths and science.”
Sex and Science: How Professor Gender Perpetuates the Gender Gap. NBER Working Paper No. 14959. (2009, unknown): “…major 1National Bureau of Economic Research (2006) 2National Science Foundation (2006) 3Feingold (1988) Friedman (1989) Hyde (1981) Hyde, Fennema, and Lamon (1990) Leahey and Guo (2001) Linn and Hyde (1989) National Science Foundation (1904) Nowell and Hedges (1998) and Xie and Shauman (2003).”
Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “Leahey and Guo (2001) found that sex differences in mathematics were greatest for high-scoring elementary students through high school, and Reis and Park (2001) found that high-scoring male students exceeded high-scoring female students from the 8th grade through high school.”