A closer look at gender in NAEP mathematics achievement and affect data: Intersections with achievement, race/ethnicity, and socioeconomic status

Rebecca McGraw, Sarah Theule Lubienski, Marilyn E. Strutchens

Research output: Contribution to journalReview article

99 Scopus citations

Abstract

In this article we describe gender gaps in mathematics achievement and attitude as measured by the U.S. National Assessment of Educational Progress (NAEP) from 1990 to 2003. Analyzing relationships among achievement and mathematical content, student proficiency and percentile levels, race, and socioeconomic status (SES), we found that gender gaps favoring males (1) were generally small but had not diminished across reporting years, (2) were largest in the areas of measurement, number and operations (in Grades 8 and 12) and geometry (in Grade 12), (3) tended to be concentrated at the upper end of the score distributions, and (4) were most consistent for White, high-SES students and non-existent for Black students. In addition, we found that female students' attitudes and self-concepts related to mathematics continued to be more negative than those of male students.

Original languageEnglish (US)
Pages (from-to)129-150
Number of pages22
JournalJournal for Research in Mathematics Education
Volume37
Issue number2
StatePublished - Mar 1 2006

Keywords

  • Achievement
  • Attitudes
  • Beliefs
  • Equity/diversity
  • Gender issues

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'A closer look at gender in NAEP mathematics achievement and affect data: Intersections with achievement, race/ethnicity, and socioeconomic status'. Together they form a unique fingerprint.

  • Cite this