Sex role orientation, level of cognitive development and mathematics performance in late adolescence

Sex differences in mathematics performance are found in late adolescence. This study investigates the effects of psychological sex role orientation (BSRI: masculine, feminine, undifferentiated, androgynous) and level of cognitive development (concrete, formal) on performance in mathematics. ANOVA analysis (N = 69; 18 males, 51 females) revealed significant effects for level of cognitive development and for masculine by feminine sex role orientation interaction. Subjects whose BSRI masculine and feminine scores were either both low or both high scored significantly lower on the mathematics test than subjects whose scores on either masculine or feminine scales were high. This indicates lower mathematics performance for androgynous and undifferentiated subjects. This result is hypothesized to be a function of the particular age level of these subjects and their concomitant overconcern with appropriate sex role development.