Sex and Race Differences in Mathematics Aptitude: Effects of Schooling

The differential course-work hypothesis posits that intergroup differences in mathematics aptitude result from differences between groups in both the extent and type of in-school exposure to mathematics and to related quantitatively oriented courses. Differential course-work effects on gender differ...

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Bibliographic Details
Published in:Sociological perspectives 1986-01, Vol.29 (1), p.77-100
Main Authors: Elsie G. J. Moore, Smith, A. Wade
Format: Article
Language:English
Subjects:
Academic achievement
Academic Aptitude
Accounting
Ambiguity
Aptitudes
Arithmetic
Black white differences
College mathematics
Competence
Curricula
Differentials
Education
Ethnic minorities
Females
Gender differences
Mathematical aptitude
Mathematical knowledge
Mathematics
Mathematics education
Mathematics tests
Race
Racial differences
Reasoning
Secondary school mathematics
Secondary schools
Sex
Sex Differences
Sex linked differences
Sexes
Sociology
Sociology of education. Educational systems. Lifelong education
Students
White people
Work
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Summary:The differential course-work hypothesis posits that intergroup differences in mathematics aptitude result from differences between groups in both the extent and type of in-school exposure to mathematics and to related quantitatively oriented courses. Differential course-work effects on gender differences in mathematics aptitude are ambiguous, and research on racial differences is limited. This article examines the extent of the reduction in sex and race differences in mathematics competence when accounting for course-work in high school. The findings indicate that the previously more-researched sex differences in mathematics competence may or may not be significantly reduced when course work is controlled, depending on which component of mathematics competence is measured. However, racial differences in all components of mathematics competence are significantly reduced when racial differences in exposure to relevant high school course work are taken into account. These findings imply that simply increasing the exposure of females to math-related high school courses may not be sufficient to reduce sex differences in all aspects of mathematics aptitude. However, standardizing the math (and related) curricula of blacks to that of whites could potentially improve all aspects of black students' mathematics performance.
ISSN:0731-1214
1533-8673
DOI:10.2307/1388943