Gender differences in mathematics achievement

Includes bibliographical references.Current research on gender differences in mathematics achievement is summarized. A cross-cultural study of sex differences in attitudes towards mathematics (confidence, individuality and liking) and in attributional patterns in mathematics (ability, effort, task, environment/luck) included American sixth graders (n=155, m=70, f=85) and British 11-12 year olds (n=42, m=18, f=24). Comparisons based on responses to a two-part survey concerning sex of student, sex of teacher, nationality, and achievement level were made. Significant results were obtained in the following categories concerning attitudes about mathematics. American female students with a female teacher liked mathematics more than American female students with a male teacher and more than American male students with a female teacher; and all female students with a female teacher liked mathematics more than all male students with a female teacher. Significant results were obtained in the following categories concerning attributional patterns in mathematics: American female students attributed success to effort more than American male students; American male students attributed success to environment/luck more than American female students; British male students attributed success to the task more than British female students; all female students attributed success to ability more than all male students; and all male students attributed success to environment/luck more than all female students.B.S. (Bachelor of Science