The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School

By John P. Robinson, S. Lubienski. 2011

504 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7cae909de059b7f36ab244d726375c16e6d6c4e9

How researchers see this paper

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

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “…throughout childhood and do not emerge consistently until mid-to-late adolescence, although right-tail differences favoring males are present as early as kindergarten and girls do lose some ground as they progress through elementary school (Lindberg et al. 2010; Robinson and Lubienski 2011).”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “Additional gaps exist across gender lines, with female students often outperforming male students in reading, and male students often outperforming females in science and math (Dee, 2007; Robinson & Lubienski, 2011).”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “There is considerable evidence that secondary school achievement differs across gender (Robinson & Lubienski, 2011), socioeconomic status (Sirin, 2005), and race/ethnicity (KewalRamani, Gilbertson, Fox, & Provasnik, 2007).”
School climate, academic self-efficacy and student achievement (2020, background): “However, newer evidence suggests that some of the differences often mentioned in the literature might be the result of teacher bias, thus using data from students, may eliminate such effects (see, Robinson & Lubienski, 2011).”
Gender Stereotypes in the Classroom and Effects on Achievement (2017, background): “In addition, Lavy (2008) documents an antimale bias in grading, and Robinson and Lubienski (2011) also find that teachers rate girls more favorably than cognitive scores would suggest.”
Classroom environment, achievement goals and maths performance: gender differences (2013, background): “Moreover, maths achievement develops in a cumulative manner, thereby individual differences (Aunola et al. 2004), including gender ones (for reviews, see Eccles 2011; Robinson and Lubienski 2011), increase over time.”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “…in this strand also attended to sociocultural and psychosocial factors but appropriately termed their units of analysis “gender differences” (Ai, 2002; Birenbaum & Nasser, 2006; Ethington, 1992; Hanna, 1989; Lubienski et al., 2013) or “gender gaps” (McGraw et al., 2006; Robinson & Lubienski, 2011).”
The Gender Gap in Mathematics Achievement: Evidence from Italian Data (2016, unknown): “The main finding from these data is that the math gender gap starts as early as in kindergarten and increases with the age of the child (Robinson and Lubiensky, 2011; Fryer and Levitt, 2010; Penner and Paret, 2008).”
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students (2019, background): “42 EDUCATIONAL RESEARCHER Nosek, B. A., Hawkins, C. B., & Frazier, R. S. (2011). Implicit social cognition: From measures to mechanisms. Trends in Cognitive Sciences, 15(4), 152–159. Nosek, B. A., & Smyth, F. L. (2011). Implicit social cognitions predict sex differences in math engagement and achiev”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “…were found in mathematical difficulties, but in reading boys had and reported more reading difficulties and had lower achievement grades in the ninth grade than did girls, which was consistent with the results of earlier studies (e.g. Badian, 1999; Robinson & Lubienski, 2010; Wheldall, 2010).”