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ERIC Number: EJ1142792
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1923-1857
The Gender Paradox in School Mathematics
Cunningham, Malcolm
Alberta Journal of Educational Research, v62 n4 p369-388 Win 2016
Current quantitative gender and mathematics research exists as separate ability and postsecondary access studies, each drawing different conclusions. But if gender, achievement and enrollment (measurable proxies) are modeled together it will be possible to investigate possible associations. Using 106,473 standardized Grades 3, 6 and 9 Ontario student test responses from a single cohort, likelihood of enrolling in Grade 9 academic mathematics was modeled against elementary achievement and gender in a binary response model. Males achieved higher, (0.028=d=0.118), and occupied both achievement extremes in greater numbers, (1.04=VR=1.10), while females were 1.5 times more likely to enroll in academic courses. These paradoxical results are discussed in relation to the utility of achievement and enrollment as research metrics in gender and mathematics research.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 6; Intermediate Grades; Middle Schools; Grade 9; Junior High Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A