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Gender differences in mathematics performance: a meta-analysis.

J S Hyde1, E Fennema, S J Lamon

  • 1Department of Psychology, University of Wisconsin, Madison 53706.

Psychological Bulletin
|March 1, 1990
PubMed
Summary
This summary is machine-generated.

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Gender differences in math performance are negligible, with females showing slight advantages in computation. However, math problem-solving gaps favoring males emerge in high school and college.

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Gender Studies

Background:

  • Previous research consistently indicated males outperform females in mathematics tests.
  • The magnitude and nature of these gender differences require precise evaluation.

Purpose of the Study:

  • To conduct a comprehensive meta-analysis to determine the precise magnitude of gender differences in mathematics performance.
  • To investigate how these differences vary across different mathematical skills, age groups, and sample selectiveness.

Main Methods:

  • A meta-analysis of 100 studies was performed.
  • Data from 254 independent effect sizes, representing 3,175,188 participants, were aggregated.
  • Analysis included examination of performance in computation, concept understanding, and complex problem-solving.

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Main Results:

  • Averaged across general population samples, the gender difference in overall math performance was negligible (d = -0.05), favoring females slightly.
  • Females showed a slight advantage in computation (d = -0.14) and concept understanding (d = -0.03).
  • Gender differences favoring males in problem-solving emerged in high school (d = 0.29) and college (d = 0.32), and were larger in more selective samples.

Conclusions:

  • Gender differences in mathematics performance are generally small and have declined over time.
  • While females show a slight edge in computation, a notable gap in problem-solving favoring males appears in later education.
  • The observed disparities in problem-solving skills among high school and college students warrant further attention and investigation.