Is Math Just for Boys?

Gender Differences in Dropout Rates and Attitudes of Advanced Mathematics Students

Christina Tu, RHS ‘06

Many studies have found evidence of a gender gap in mathematics. In the first study, archival data of six graduation classes at a midsize suburban high school were analyzed. Once in high school, girls were more likely to withdraw from (p < .05) and less likely to enroll in (p < .005) the most advanced mathematics courses than boys. A follow-up study investigated possible explanations for this gender gap. One such explanation involves students’ attitudes toward intelligence and effort. Incremental theorists believe intelligence can be increased whereas entity theorists believe intelligence is fixed. During the 2004-2005 school year, students who were, or had previously been, in the highest level math track were surveyed about their implicit theories of intelligence, achievement goals, and self-perceptions of effort in order to compare girls and boys who dropped out with those who remained. Of the students who remained in the most advanced mathematics courses, male incremental theorists earned higher grades than male entity theorists, whereas female entity theorists earned higher grades than female incremental theorists (p < .01). Students who remained in the class held more positive self-perceptions of effort than those who withdrew (p < .05). Most notable, however, were the lack of any gender differences in implicit theory of intelligence. This study suggests that while boys are more likely to persevere in high level mathematics in high school, the reason behind this gender gap is not related to perceptions of mathematical intelligence and effort.