New Trends in Gender and Mathematics Performance: A Meta-Analysis
By S. Lindberg, Janet S. Hyde, Jennifer Petersen, Marcia C. Linn. Psychological bulletin, 2010
934 citations recorded by the source corpus.
In this paper, 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 = .05, indicating no gender difference, and VR = 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 NLSY, NELS88, LSAY, and NAEP. 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.
Subfields: Electrical and Electronic Engineering
View Paper: https://www.semanticscholar.org/paper/7385b1bcd94ed3904c0e1429e209c80249de0d2a
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In Electrical and Electronic Engineering
Citations in the corpus
- Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, background): “Evidence generally shows a pattern of gender similarities in math and science achievement (Else-Quest et al., 2010; Hedges & Nowell, 1995; Hyde et al., 2008; Lindberg et al., 2010; OECD, 2009), consistent with Hyde’s (2005) gender similarities hypothesis.”
- Why Are Some STEM Fields More Gender Balanced Than Others? (2017, neutral): “…that gender differences on national math exams among U.S. elementary, middle, and high school students are minimal ( d " .10) or do not exist (Else-Quest et al., 2010; Lachance & Mazzocco, 2006; Lindberg, Hyde, Petersen, & Linn, 2010; Scafidi & Bui, 2010; but see Fryer & Levitt, 2010; Sohn, 2012).”
- Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, positive): “…metaanalyses have revealed that gender differences in math ability on many standardized assessments are negligible with small average effect sizes (d< 0.15), ranging considerably by sample, testing source, grade level, and year the study was conducted (Hyde et al. 2008; Lindberg et al. 2010).”
- Stereotype manipulation effects on math and spatial test performance: A meta-analysis. (2016, background): “Therefore, although research suggests that gender differences in math performance are negligible, the belief that males are better at math than are females persists (Else-Quest, Hyde, & Linn, 2010; Lindberg et al., 2010; Nosek et al., 2002).”
- Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “Lindberg et al. (2010) metaanalyzed 242 studies between 1990 and 2007, finding an overall effect size for gender of d = .05, signaling no significant gender difference for mathematics performance.”
- New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “Furthermore, small gender differences in math performance favoring girls tend to emerge across nations (ranging from d = −.06 in Central/South America and Mexico to d = .21 in Africa; Lindberg et al., 2010).”
- Assessment in mathematics education: responding to issues regarding methodology, policy, and equity (2018, background): “, test anxiety or performance avoidance) rather than real differences in mathematical knowledge or competence (Cotton et al. 2010; Hannon 2012; Hyde and Mertz 2009; Lindberg et al. 2010).”