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Gender Equality and Gender Gaps in Mathematics Performance.
Gillian R Brown1, Kim Alexandersen2
1School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK.
Trends in Cognitive Sciences
|June 23, 2020
Summary
National gender egalitarian values correlate with higher math scores for boys compared to girls. This suggests that societal progress in gender equality doesn't guarantee individual-level equal opportunities in education.
Area of Science:
- Social Sciences
- Education
- Gender Studies
Background:
- Societal gender egalitarian values are often assumed to promote equal educational opportunities.
- Previous research has explored the link between national values and educational outcomes.
Purpose of the Study:
- To investigate the relationship between national gender egalitarian values and gender disparities in mathematics performance.
- To determine if national-level gender equality translates to individual-level equality in educational achievement.
Main Methods:
- Analysis of mathematics performance data in relation to national gender egalitarian values.
- Utilizing data from Eriksson et al. (2020) for the study.
Main Results:
- A positive association was found between national gender egalitarian values and increased average mathematics scores for high-school boys relative to girls.
- This indicates a potential divergence between national values and individual educational experiences.
Conclusions:
- Progressive national gender egalitarian values may not automatically lead to gender equality in educational opportunities.
- Further research is needed to understand the mechanisms behind this observed disparity in mathematics performance.
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