A structural model of mathematics achievement for men and women

An extensive body of research indicates that men on the average achieve higher scores in mathematics than women. This paper addresses the issue of how this difference develops by estimating a latent-construct causal model of the process of mathematics achievement. When the model was compared between...

Full description

Saved in:
Bibliographic Details
Published in:American educational research journal 1986-04, Vol.23 (1), p.65-75
Main Authors: Ethington, Corinna A, Wolfle, Lee M
Format: Article
Language:English
Subjects:
Academic Aptitude
Curriculum subjects: programmes and methods
Educational research
Educational sciences
Gender equality
Geschlechtsunterschied
Leistungsmessung
Mathematical models
Mathematical variables
Mathematics
Mathematics achievement
Mathematikunterricht
Men
Middle school students
Modeling
Secondary school mathematics
Sex Differences
Sex linked differences
Speech skills
Teaching methods
Women
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:An extensive body of research indicates that men on the average achieve higher scores in mathematics than women. This paper addresses the issue of how this difference develops by estimating a latent-construct causal model of the process of mathematics achievement. When the model was compared between men and women, we found that the process of mathematics achievement differs. In particular, we found that mathematics ability and attitudes toward mathematics had stronger effects on mathematics achievement for men than for women. The interactions between sex and the variables in the model indicate that the process for men and women is not simply additive, and may be more complicated than previous researchers have assumed.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312023001065