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Sex differences in mathematical ability: fact or artifact?

C P Benbow, J C Stanley

    Science (New York, N.Y.)
    |December 12, 1980
    PubMed
    Summary

    Gifted boys showed higher mathematical reasoning than girls on the Scholastic Aptitude Test. Environmental influences, not course-taking, appear to widen these sex differences in math ability.

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    Area of Science:

    • Educational Psychology
    • Cognitive Science
    • Gender Studies

    Background:

    • Sex differences in mathematical reasoning are a persistent area of research.
    • Previous hypotheses often cited differential course-taking as a primary explanation.

    Purpose of the Study:

    • To investigate the nature and potential causes of sex differences in mathematical reasoning among intellectually gifted adolescents.
    • To test the hypotheses that differential course-taking and environmental influences contribute to these differences.

    Main Methods:

    • Analysis of Scholastic Aptitude Test mathematics scores from 9,927 intellectually gifted junior high school students.
    • Statistical examination of factors contributing to observed sex differences in mathematical ability.

    Main Results:

    • A significant sex difference favoring boys in mathematical reasoning ability was identified.
    • Data did not support the hypothesis that differential course-taking explains the observed sex gap in math scores.

    Conclusions:

    • Observed sex differences in mathematical reasoning are not solely due to course selection.
    • Environmental influences appear to play a role in exacerbating these differences among gifted students.

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