Gender and Racial Differences in Mathematical Performance

The authors examined gender and racial differences in mathematics performance among 5th- and 8th-grade students in the United States. Math performance was assessed by scores on the math-concepts and math-computation sections of the California Achievement Test (CTB/McGraw-Hill, 1986) given at the end...

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Bibliographic Details
Published in:The Journal of social psychology 1999-12, Vol.139 (6), p.677-689
Main Authors: Hall, Cathy W., Davis, Nichelle B., Bolen, Larry M., Chia, Rosina
Format: Article
Language:English
Subjects:
Ability
Academic Achievement
Achievement
Achievement tests
African Americans
Asian American Students
Asian Americans
Biological and medical sciences
Black White Differences
Child
Children & youth
Cognition - physiology
Continental Population Groups
Core curriculum
Differences
Education
Educational psychology
Elementary School Students
Female
Fundamental and applied biological sciences. Psychology
Gender differences
Girls
Grade 2
Hispanic people
Hispanic students
Humans
Junior High School Students
Male
Mathematical Aptitude
Mathematics
Mathematics Achievement
Mathematics Anxiety
Minority students
Parental Influence
Parents & parenting
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Public schools
Pupil and student. Academic achievement and failure
Race
Racial Differences
School districts
Schools
Science Curriculum
Secondary schools
Sex Characteristics
Sex Differences
Sexes
Standardized Tests
Students
USA
White people
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Summary:The authors examined gender and racial differences in mathematics performance among 5th- and 8th-grade students in the United States. Math performance was assessed by scores on the math-concepts and math-computation sections of the California Achievement Test (CTB/McGraw-Hill, 1986) given at the end of the previous year. There were no significant gender differences, but in both grades, the White students scored significantly higher than the Black students. The racial differences were more pronounced in the scores for concepts than in the scores for computation. Responses to a parent questionnaire showed significant relationships between parents' self-reported math anxiety, parents' most advanced math course, and parents' education level in relation to the child's math performance. Differences in these relationships suggest that, although parents' beliefs and attitudes about math influence their child's math performance, the relationship is complex and may vary with race.
ISSN:0022-4545
1940-1183
DOI:10.1080/00224549909598248