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dc.contributor.authorReilly, David
dc.contributor.authorNeumann, David L
dc.contributor.authorAndrews, Glenda
dc.date.accessioned2017-05-03T14:42:50Z
dc.date.available2017-05-03T14:42:50Z
dc.date.issued2015
dc.identifier.issn0022-0663
dc.identifier.doi10.1037/edu0000012
dc.identifier.urihttp://hdl.handle.net/10072/141052
dc.description.abstractGender gaps in the development of mathematical and scientific literacy have important implications for the general public’s understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine whether there were sex differences in mathematics and science achievement for students in the United States across the period 1990–2011. Results show that there were small but stable mean sex differences favoring males in mathematics and science across the past 2 decades, with an effect size of d = .10 and .13, respectively, for students in 12th grade. Furthermore, there were large sex differences in high achievers, with males being overrepresented by a factor of over 2:1 at the upper right of the ability distribution for both mathematics and science. Further efforts are called for to reach equity in mathematics and science educational outcomes for all students.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAmerican Psychological Association
dc.relation.ispartofpagefrom645
dc.relation.ispartofpageto662
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Educational Psychology
dc.relation.ispartofvolume107
dc.subject.fieldofresearchGender Psychology
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode170105
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1702
dc.titleSex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessments
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Health, School of Applied Psychology
gro.rights.copyright© 2015 American Psycological Association. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. Reproduced here in accordance with publisher policy. Please refer to the journal link for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorAndrews, Glenda
gro.griffith.authorNeumann, David L.
gro.griffith.authorReilly, David H.


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