Sex differences in academic achievement are not related to political, economic, or social equality

By Gijsbert Stoet, David C. Geary. 2015

251 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/e84e73781526040e47e8978bf16b5003aa782fb8

How researchers see this paper

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

In Education

1. Anastasios Karakolidis
2. A. Biggart
3. Minna Torppa
4. David C. Geary
5. Gijsbert Stoet
6. P. Niemi
7. Vasiliki Pitsia
8. Robert S. Siegler

In Experimental and Cognitive Psychology

1. Gijsbert Stoet
2. David C. Geary
3. Anastasios Karakolidis
4. A. Biggart
5. Vasiliki Pitsia
6. Steve Stewart-Williams
7. M. Del Giudice
8. L. Halsey

In Safety Research

1. David C. Geary
2. Gijsbert Stoet
3. Steve Stewart-Williams
4. L. Halsey

Citations in the corpus

• Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity (2018, background): “…for the Evaluation of Educational Achievement (IEA; Elley, 1992), the Progress in International Reading Literacy Study (PIRLS; e.g., Mullis, Martin, Foy, & Drucker, 2012; Mullis, Martin, Kennedy, & Foy, 2007), and the Program for International Student Assessment (PISA; Stoet & Geary, 2013, 2015).”
• Sex differences in academic strengths contribute to gender segregation in education and occupation: A longitudinal examination of 167,776 individuals (2017, unknown): “…these cognitive sex differences are often modest in magnitude (Hyde, 2016), they have been consistently reported throughout the lifespan and across geographical regions (Else-Quest, Hyde, & Linn, 2010; Lippa, Collaer, & Peters, 2010; Stoet & Geary, 2013; Stoet & Geary, 2015; Weber et al., 2014).”
• The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “Moreover, a very recent study examining all PISA cycles from 2000 to 2009 indicated that girls outperformed boys in overall performance, including mathematics (Stoet & Geary, 2015).”
• The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education (2018, background): “…and these educational gaps (e.g., as demonstrated by Else-Quest, Hyde, & Linn, 2010; Guiso, Monte, Sapienza, & Zingales, 2008; Hyde & Mertz, 2009; Reilly, 2012) can be difficult to determine and is not always found (Ellison & Swanson, 2010; for an in-depth discussion, see Stoet & Geary, 2015).”