NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1041701
Record Type: Journal
Publication Date: 2013-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-5237
Analyzing the Gender Gap in Math Achievement: Evidence from a Large-Scale US Sample
Cheema, Jehanzeb R.; Galluzzo, Gary
Research in Education, v90 p98-112 Nov 2013
The US portion of the Program for International Student Assessment (PISA) 2003 student questionnaire comprising of 4,733 observations was used in a multiple regression framework to predict math achievement from demographic variables, such as gender, race, and socioeconomic status, and two student-specific measures of perception, math anxiety and math self-efficacy, while controlling for age, psychological disability, and language proficiency. The results confirmed the existence of persistent racial and socioeconomic gaps in math achievement, showed that both anxiety and self-efficacy contribute significantly towards explaining variation in math achievement, and provided evidence that the gender gap disappears once important predictors of math achievement, such as math-specific self-efficacy and anxiety, are controlled for.
Manchester University Press. Oxford Road, Manchester M13 9NR, UK. Tel: +44-161-275-2310; Fax: +44-161-274-3346; e-mail: subscriptions@manchester.ac.uk; Web site: http://www.manchesteruniversitypress.co.uk
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
IES Cited: ED560919; ED560724