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Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School,
Christine R Starr1, Glona Lee-Poon2, Charlott Rubach3
1Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.
Journal of Adolescence
|January 9, 2025
Summary
Gender differences in adolescent math value beliefs are minimal, aligning with the gender similarities hypothesis. Some variations appeared in older data and among Asian and White students, but not Black or Latine students.
Area of Science:
- Educational Psychology
- Adolescent Development
- STEM Education
Background:
- Adolescents' math value beliefs influence STEM persistence.
- Existing research on gender differences in these beliefs is inconsistent.
- Clarifying gender differences across demographics and time is crucial for STEM equity.
Purpose of the Study:
- To examine gender differences in adolescents' math value beliefs (interest, utility, attainment).
- To investigate these differences across three datasets spanning the 1990s to 2010s.
- To analyze differences by grade level (9th-12th) and U.S. racial/ethnic groups (Asian, Black, Latine, White).
Main Methods:
- Utilized three longitudinal U.S. datasets: CAMP (n=8855), CAB (n=582), HSLS (n=21,000).
- Analyzed data from high school students (9th-12th grade), with approximately 50% female participants.
- Employed conceptually replicated measures of math value beliefs across datasets.
Main Results:
- Overall, no strong evidence for meaningful gender differences in math value beliefs was found.
- Meaningful gender differences were observed in the oldest dataset (CAB).
- Within racial/ethnic groups, differences were found for Asian and White adolescents, but not for Black or Latine adolescents.
Conclusions:
- Findings support the gender similarities hypothesis, indicating similar math value beliefs between adolescent girls and boys.
- Gender differences in math value beliefs are not universal and depend on context, time, and racial/ethnic background.
- These insights can inform interventions aimed at promoting STEM persistence for all adolescents.
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