Gender Achievement Gap in Mathematics: a Research Analysis

Gender is a complex, dynamic force that affects every social interaction, including interactions in educational settings. Its effects are woven into educational outcomes, and at times contribute to complicated disparities, specifically in the field of mathematics education. Three examples illustrate this point. First, in the United States, females earn better mathematics grades in high school than males do, yet both domestically and abroad, females are more likely than males to have lower self-confidence, lower interest, higher anxiety, and more negative attitudes towards mathematics. Second, females grow up getting less support and encouragement in mathematics from parents and teachers, yet they don’t seem to notice this lack of attention. Third, women choose careers in mathematics-related fields in lower proportions than do males, even if they are equally qualified.

Much research has been done on the possible sources of these intriguing gender issues. The empirical research study International Perspectives on Gender Issues in Mathematics Education is a compilation of such research. The goal of this paper is to highlight several recurring and overarching themes across the research in this study. Themes of focus are those that have practical implications for students, parents, teachers, administrators, and policy makers.

Brief Window Into the History of Math Education

Most current research is in agreement about the existence of a gap between males and females in the areas of math achievement and attitudes towards mathematics. Early research cited biological differences as the reason for the gender gap, but since the 1970s, the research has generally attributed the disparity to societal and cultural forces that affect females’ belief systems, confidence levels, and desire to learn math. Internationally and domestically, gender gaps in math achievement are getting smaller, but they are still widespread. In addition to lower achievement, females have significantly lower self-confidence in math and often tend to hold negative attitudes toward the subject.

Historically, math has been a male-dominated field. Formal math education began spreading when the work of the world began requiring math skills. For example, developing navigational instruments was essential for furthering the trade industry, and these technological developments required more than a basic set of mathematical skills. Since math education began as a tool for doing work, and it was the men who worked, it was only the men who needed to learn and understand math at a deep level. Perl states that “as mathematics became more complex and the efforts to spread mathematical literacy merged with the call to train young men for jobs in the growing technological society, women, not part of this need, were left behind”. At this time in history, women were only educated so that they could better serve their husbands, since people believed that “educated men would prefer educated wives,” and developing a woman’s mind would increase her attractiveness. Women in the 1700s only received a “slight and superficial” education at best, while at the same time men were increasing their math knowledge in order to make a living.

This brief window into the history of mathematics education shows that the gender achievement gap is due to the social constructions of gender roles in society, not because women were unwilling or unable to learn math. 

The Gender Gap in Math Achievement and Attitudes

In their research, the study found consistent evidence of a gender achievement gap in math, with boys tending to outperform girls in certain areas or at certain educational levels. The study highlights that this gender gap varies across countries and cultures, suggesting that societal factors play a crucial role in shaping these disparities.

One finding of the study is that the gender achievement gap tends to be more pronounced in high-stakes examinations or standardized tests. This suggests that the pressure and expectations associated with such assessments might have differential effects on boys and girls, influencing their performance in math.

Additionally, the study identifies societal and cultural influences that contribute to the gender achievement gap. These include stereotypes, gender roles, and biases that can shape individuals' beliefs and expectations about mathematical abilities based on gender. These societal influences can impact girls' confidence, self-perception, and engagement in math-related activities, potentially leading to lower achievement outcomes compared to boys.

Furthermore, the study highlights the importance of classroom environments and instructional practices in addressing the gender achievement gap. It emphasizes the need for inclusive teaching strategies that promote equal opportunities, support girls' participation, and challenge gender stereotypes. Creating supportive and equitable learning environments that foster girls' confidence, engagement, and enjoyment in mathematics is crucial for narrowing the gender achievement gap.

Conclusion

Overall, the study sheds light on the existence of a gender achievement gap in mathematics and emphasizes the significance of societal, cultural, and educational factors in perpetuating these disparities. By understanding the factors that contribute to these gaps, educators and policymakers can work towards implementing effective strategies and interventions to promote gender equity and enhance girls' mathematics achievement.