TITLE

Analyzing the gender gap in Math achievement: Evidence from a large-scale US sample

AUTHOR(S)
Cheema, Jehanzeb R.; Galluzzo, Gary
PUB. DATE
November 2013
SOURCE
Research in Education;Nov2013, Vol. 90 Issue 1, p98
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The US portion of the Program for International Student Assessment (PISA) 2003 student questionnaire comprising of 4,733 observations was used in a multiple regression framework to predict math achievement from demographic variables, such as gender, race, and socioeconomic status, and two student-specific measures of perception, math anxiety and math self-efficacy, while controlling for age, psychological disability, and language proficiency. The results confirmed the existence of persistent racial and socioeconomic gaps in math achievement, showed that both anxiety and self-efficacy contribute significantly towards explaining variation in math achievement, and provided evidence that the gender gap disappears once important predictors of math achievement, such as math-specific self-efficacy and anxiety, are controlled for.
ACCESSION #
90309479

 

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