NotesFAQContact Us
Search Tips
ERIC Number: ED205936
Record Type: RIE
Publication Date: 1981
Pages: 15
Abstractor: N/A
Reference Count: 0
Cultural Factors and Sex Differences in Reading and Mathematics.
Sheridan, E. Marcia; Fizdale, Barbara
A review of the research literature reveals that early in their school careers, children learn that reading is closely identified with the female role and, though less so, mathematics with the male role. These stereotypes increase with age and become particularly debilitating for females in math achievement. Though reading is strongly identified as "feminine," boys are apparently resiliant enough to overcome the stereotype. The identification of reading as feminine is not true universally and is more closely associated with North American countries. However, while sex differences in reading are common before age ten in the United States, they tend to disappear by adulthood. One possible explanation for this is that after elementary school, reading is no longer defined as a course but as a process, and becomes an essential tool in all school classes. An examination of studies that have analyzed sex differences in reading and math--after controlling for intelligence, reading readiness, spatial ability, and differential course taking--reveals that cultural and environmental factors are the primary explanations for such differences. (FL)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A