The aporetic dialogs of Modena on gender differences: Is it all about testosterone? Episode III: Mathematics

Area of Science:

• Endocrinology
• Neuroscience
• Cognitive Science
• Sociology

Background:

• Gender disparities persist in Science, Technology, Engineering, and Mathematics (STEM) fields, with males predominating at advanced academic levels.
• The role of biological factors, specifically testosterone, in cognitive abilities and gender-specific aptitudes remains a subject of debate.
• Understanding these differences is crucial for addressing inequalities in STEM education and careers.

Purpose of the Study:

• To investigate the influence of testosterone on gender differences in mathematical aptitude.
• To explore two contrasting hypotheses: testosterone promoting logical-mathematical skills versus socio-cultural factors driving the gender gap.
• To critically evaluate the evidence supporting each perspective on gender differences in STEM.

Main Methods:

• A multidisciplinary discussion format, structured as an aporetic dialogue, was employed.
• Two groups presented opposing viewpoints on testosterone's role in mathematical abilities.
• An expert referee evaluated the presented arguments to resolve the central aporia.

Main Results:

• Evidence was presented supporting the hypothesis that testosterone influences the development of logical-mathematical skills.
• Counterarguments highlighted the inconsistency of a direct role for testosterone, emphasizing socio-cultural influences on the observed gender gap.
• The discussion aimed to synthesize these perspectives rather than definitively concluding one theory's superiority.

Conclusions:

• The debate highlights the complexity of gender differences in STEM, involving both potential biological and significant socio-cultural factors.
• Further research is needed to disentangle the intricate interplay between testosterone, cognitive abilities, and societal influences on STEM participation.
• The aporetic dialogue format encourages critical thinking about established assumptions regarding gender and aptitude.