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Gender, Affect, and Math: A Cross-National Meta-Analysis of Trends in International Mathematics and Science Study 2015 Outcomes

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Title: Gender, Affect, and Math: A Cross-National Meta-Analysis of Trends in International Mathematics and Science Study 2015 Outcomes
Language: English
Authors: Ghasemi, Ehsan (ORCID 0000-0001-5817-2049), Burley, Hansel
Source: Large-scale Assessments in Education. 2019 7.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Elementary Secondary Education
Descriptors: Gender Differences, Disproportionate Representation, STEM Education, Mathematics, Student Attitudes, Self Esteem, Value Judgment, Grade 4, Grade 8, Social Influences, Cultural Influences, Political Influences, Equal Education
Assessment and Survey Identifiers: Trends in International Mathematics and Science Study
DOI: 10.1186/s40536-019-0078-1
ISSN: 2196-0739
Abstract: Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders to track any differences in these gender-related affective characteristics. Our findings suggest that despite the variability and some changes to the magnitude and direction of gender differences in math affect, boys and girls are similar. We also found that cross-national sociocultural, political, and educational equality of adults does not necessarily predict positive affect for both genders. In fact, the researchers found that some countries with a smaller adult gender gaps have students with higher gender differences in mathematics-relevant affect.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1238051
Database: ERIC
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  Data: Gender, Affect, and Math: A Cross-National Meta-Analysis of Trends in International Mathematics and Science Study 2015 Outcomes
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  Data: Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders to track any differences in these gender-related affective characteristics. Our findings suggest that despite the variability and some changes to the magnitude and direction of gender differences in math affect, boys and girls are similar. We also found that cross-national sociocultural, political, and educational equality of adults does not necessarily predict positive affect for both genders. In fact, the researchers found that some countries with a smaller adult gender gaps have students with higher gender differences in mathematics-relevant affect.
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