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The association between children's gender socialisation and sex differences in mathematics.

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Title: The association between children's gender socialisation and sex differences in mathematics.
Authors: Gurgand, Lilas (AUTHOR), Renac, Alexandre (AUTHOR), Peyre, Hugo (AUTHOR), Ramus, Franck (AUTHOR)
Source: Educational Psychology. Nov2025, Vol. 45 Issue 10, p1115-1133. 19p.
Subjects: MATHEMATICS, ACADEMIC achievement, OCCUPATIONAL segregation, FAMILY structure, GENDER differences (Psychology), FAMILY relations, SCHOOL children, SOCIAL norms
Abstract: This study investigates the association between gender socialisation and early mathematics sex differences, focusing on children's gendered activities and family organisation. Analysing French birth-cohort data from over 4,000 children (50% girls), we constructed scores based on parental questionnaires from ages 1 to 5.5, measuring how much family organisation and children's toys and activities were gendered. We observed that less traditionally organised households correlated with higher pre-school academic achievement, irrespective of household income or parental education. However, by 1st grade (Mage=6.6), boys' maths performance became independent from family organisation, widening the sex differences favouring boys in traditionally structured families. These findings suggest that the family environment contributes to sex differences in mathematics. However, traditional family organisations do not necessarily lead to gendered activities in children, and sex differences in 1st-grade maths scores were not mediated by differences in gendered activities. [ABSTRACT FROM AUTHOR]
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Abstract:This study investigates the association between gender socialisation and early mathematics sex differences, focusing on children's gendered activities and family organisation. Analysing French birth-cohort data from over 4,000 children (50% girls), we constructed scores based on parental questionnaires from ages 1 to 5.5, measuring how much family organisation and children's toys and activities were gendered. We observed that less traditionally organised households correlated with higher pre-school academic achievement, irrespective of household income or parental education. However, by 1st grade (Mage=6.6), boys' maths performance became independent from family organisation, widening the sex differences favouring boys in traditionally structured families. These findings suggest that the family environment contributes to sex differences in mathematics. However, traditional family organisations do not necessarily lead to gendered activities in children, and sex differences in 1st-grade maths scores were not mediated by differences in gendered activities. [ABSTRACT FROM AUTHOR]
ISSN:01443410
DOI:10.1080/01443410.2025.2541751