Sex differences in intrinsic aptitude for mathematics and science?: a critical review.

By Elizabeth S. Spelke. American Psychologist, 2005

788 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8cb333c20b2f4189f9f8f0f15219b01e4f6ef359

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Citations in the corpus

Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “Hinnant, O'Brien, and Ghazarian (2009) finds that teachers have higher expectations of reading ability for girls than boys, while other studies have suggested higher expectations for boys in the fields of mathematics (Spelke, 2005).”
Mathematics Anxiety: What Have We Learned in 60 Years? (2016, background): “Much recent research indicates that males and females, in countries that provide equal education for both genders, show little or no difference in actual mathematical performance (Spelke, 2005).”
Beliefs About Cognitive Gender Differences: Accurate for Direction, Underestimated for Size (2011, background): “Researchers argue about the extent to which females and males are similar or different in their cognitive abilities, resulting in a broad range of conclusions, from there are (virtually) no differences (Spelke 2005) to females and males are so different that they learn in qualitatively different way”
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment (2006, result): “…achievement and self-concept is consistent with previous studies showing higher self-perceptions of math ability in boys, despite similar achievement outcomes across genders (e.g., Frome & Eccles, 1998; Holling & Preckel, 2005; Preckel, Goetz, Pekrun, & Kleine, in press; see also Spelke, 2005).”
Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, neutral): “A recent review of the literature conducted by Spelke (2005) concluded that girls and boys show equal primary abilities for mathematics and that sex differences only begin to emerge on complex quantitative tasks after elementary school.”
Girls’ biology, boys’ physics: evidence from free‐choice science learning settings (2008, background): “Rather, the research suggests that our species’ talent for mathematical and scientific thinking has a considerable genetic basis which is equally available to males and females (Spelke 2005).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, neutral): “In fact, overall findings conclude that although androgen exposure may influence sex differences in preferences, the impact of socialization on sex-typed interests and behavior cannot be overlooked (Spelke 2005).”
Gender Differences in Spatial Ability: Implications for STEM Education and Approaches to Reducing the Gender Gap for Parents and Educators (2017, background): “When engaging in complex problem-solving tasks in science and mathematics, students who use spatial imagery and diagrams perform better than students using verbal strategies (Spelke, 2005), and growth in spatial working memory is positively correlated with mathematics proficiency (Li & Geary, 2013).”
The Influences of Perceived Identity Compatibility and Social Support on Women in Nontraditional Fields During the College Transition (2011, background): “Explanations for these gender disparities have at times focused on differences in women’s academic ability or interest in these fields, yet as accumulating evidence disconfirms the existence of such differences (e.g., Hyde, 2005; Spelke, 2005), explanations have focused on the academic and social en”
The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “…or not there are real intrinsic ability differences between men and women in math and science (e.g., Benbow & Stanley, 1980; Mullis et al., 1998; Spelke, 2005), stereotypes about these differences exist and are frequently made salient (e.g., comments by Summers, as cited in the Harvard Crimson,…”
Seeking Congruity Between Goals and Roles (2010, background): “Several critical factors contribute to women’s underrepresentation in STEM, including gender differences in self-efficacy, differential encouragement to pursue careers in science and mathematics, and cultural stereotypes (e.g., for reviews, see Ceci & Williams, 2007; Halpern et al., 2007; Spelke, 20”
Science faculty’s subtle gender biases favor male students (2012, background): “Additionally, extensive previous research has indicated that both demographic characteristics and substantive responses to focal variables largely do not differ between respondents and nonrespondents when sample demographics correspond to those of the underlying population (8).”
Cross-national patterns of gender differences in mathematics: a meta-analysis. (2010, background): “E-mail: nicole.else.quest@ villanova.edu Psychological Bulletin © 2010 American Psychological Association 2010, Vol. 136, No. 1, 103–127 0033-2909/10/$12.00 DOI: 10.1037/a0018053 103 Spelke (2005) concluded that gender similarities are the rule in the development of early number concepts.”