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Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective.
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Benbow, Camilla Persson; Stanley, Julian C. – American Educational Research Journal, 1982
The Study of Mathematically Precocious Youth found large and consistent sex differences in mathematical reasoning ability favoring boys, as reported by Benbow and Stanley (1980, 1981). This investigation studied the development and consequences during junior and senior high school of the sex differences found in seventh grade. (Author/PN)
Descriptors: Academic Ability, Followup Studies, Grade 7, Grade Point Average
Sex Differences in Mathematical Ability: Fact or Artifact?
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Benbow, Camilla Persson; Stanley, Julian C. – Science, 1980
Substantial sex differences in mathematical reasoning ability in favor of males was apparently found by this study. The data was collected in an investigation of intellectually gifted junior high school pupils who took the Scholastic Aptitude Test. (MP)
Descriptors: Academic Ability, Cognitive Ability, Learning Theories, Mathematics Education
Ten-Year Longitudinal Follow-Up of Ability-Matched Accelerated and Unaccelerated Gifted Students.
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Swiatek, Mary Ann; Benbow, Camilla Persson – Journal of Educational Psychology, 1991
Identified by a study of mathematically precocious youth, 107 academically accelerated gifted students were compared with 107 nonacademically accelerated gifted students. At age 23-25 years, the 2 subject groups exhibited few significant differences, and no evidence of harmful effects of academic acceleration were found. (SLD)
Descriptors: Academic Ability, Academically Gifted, Acceleration (Education), Advanced Students
Mathematically Facile Adolescents with Math-Science Aspirations: New Perspectives on Their Educational and Vocational Development.
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Webb, Rose Mary; Lubinski, David; Benbow, Camilla Persson – Journal of Educational Psychology, 2002
Tracks 1,110 adolescents identified as mathematically precocious with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed…
Descriptors: Academic Ability, Adolescents, Career Development, Educational Experience