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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Gender, culture, and mathematics performance.

Janet S Hyde¹, Janet E Mertz

¹Department of Psychology, University of Wisconsin, Madison, WI 53706, USA. jshyde@wisc.edu

Proceedings of the National Academy of Sciences of the United States of America

|June 3, 2009

Summary

Gender differences in math performance are narrowing, with girls achieving parity in the U.S. Sociocultural factors, not innate biology, influence math talent variability and identification of gifted females.

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Area of Science:

Psychology
Mathematics Education
Sociology

Background:

Historical perceptions suggested significant gender disparities in mathematical abilities.
Contemporary research questions the universality and origins of these differences.

Purpose of the Study:

To investigate the existence and nature of gender differences in mathematics performance across general and talented populations.
To determine if profound mathematical talent exists in females.
To explore the influence of sociocultural factors on these differences.

Main Methods:

Analysis of contemporary mathematics performance data from the U.S. and other nations.
Review of studies examining gender differences at high percentiles (95th/99th).
Correlation analysis between gender differences in math and measures of gender equality.

Main Results:

Girls in the U.S. show parity with boys in general mathematics performance.
Gender gaps in high-achieving math groups have narrowed significantly and are not universal.
Greater male variability in math is linked to gender inequality, suggesting sociocultural influence.
Females with profound mathematical talent are documented.

Conclusions:

Contemporary data indicate near parity in general math performance between genders.
Observed gender differences in mathematical talent are largely influenced by sociocultural factors and gender equality, not innate biological differences.
Females possess profound mathematical talent, and their identification is linked to societal factors.