Girls' and Boys' Mathematics Achievement, Affect, and Experiences: Findings from ECLS-K

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Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, methodology): “This resulted in 14 research studies, including those completed by Lubienski et al. (2013) and McGraw et al. (2006) that also met the selection criteria for the broader review of gender research in mathematics education presented earlier.”
The Gender Gap in Mathematics Achievement: Evidence from Italian Data (2016, unknown): “Girls display less math self-efficacy (self-confidence in solving math related problems) and math self-concept (beliefs in their own abilities), and more anxiety and stress in doing math related activities (OECD 2015, Heckman and Kautz 2012, 2014; Lubienski et al 2013, Twenge and Campbell 2001).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “…have shown that parents and teachers underestimate girls’math ability relative to boys’ despite having similar grades (Bleeker and Jacobs 2004; Lubienski et al. 2013; Tiedemann 2000b), encourage boys more often in math and science pursuits (Tenenbaum 2009), and attribute boys’ successes in…”