The Relationship Between Gender and Math/Science Achievement

The question as to whether there are gender differences in mathematics and science achievement, remains unanswered. While some findings indicate that there are differences, it is unclear whether these differences are actually gender or age-specific or whether they are due to differences in attitudes or opportunities for math and science (Manning, 1998; Lee, 2002). The further effect of ethnicity on these findings is also unknown (Dimitrov, 1999). It remains unclear how to best assist today's diverse group of students with mathematics and science learning, since findings related to gender and ethnicity and these subjects are inconclusive.

Previous research findings showed that: fourth-grade males had higher average mathematics achievement scores than fourth-grade females, however for grades eight and twelve, male and female scores were not significantly different; males and females in grades fourth and eighth had similar science achievement scores; and males had higher scores than females in the twelfth grade. Studies have theorized that gender differences related to preferences for mathematics and science, which may or may not be affected by ethnicity or current ethnic diversity in public schools, may be affecting these achievement scores. Research findings have demonstrated that when ethnicity and gender were not factors related to opportunity in math and scienc

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e effort (Lee, 1998). The masculine and feminine roles are defined by ethnicity and cultural values. These values may be further influenced by the race/ethnicity of the teacher (Ehrenberg, Goldhaber, & Brewer, 1995). Alternatively, it has also been shown that ethnicity does not always affect gender differences in science achievement. For example, in a study of 2,551 fifth graders (38% Caucasians, 48% African-Americans, and 14% Hispanics), gender differences were found in high ability level boys who performed better than high ability level girls, no gender differences were found for low and medium ability students, and ethnicity did not affect differences (Dimitrov, 1999). Thus, it may be overall level of ability rather than ethnicity or gender that affects findings, and the effects of ethnicity remain unclear. Further, in a study of gender differences in mathematics, in the United States and other countries, ethnicity and gender were not factors when opportunities in math and science careers were equally available for both genders (as with Asian-Americans) (Baker & Jones, 1993). This result is consistent with findings that African-American and Latino women who tend to perform poorly on mathematics and science tests also
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