Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study.

In the past, many researchers have concluded that male superiority in mathematics achievement is almost always found (Glennon & Callahan, 1968); but many are currently suggesting that sex-related differences in mathematics achievement are not as prevalent as had been believed and that they are age related (Callahan & Glennon, 1975; Fennema, 1974, 1977; Hilton & Bergltind, 1974; Maccoby & Jacklin, 1974; Suydam & Weaver, 1975). Although the National Longitudinal Study of Mathematical Abilities (NLSMA) and the National Assessment of Educational Progress (NAEP) do report sex-related differences in favor of males (Wilson, 1972; Mullis, Note 1), inspection of their data indicates that these differences increase as learners progress from grade 6 to grade 12. Fennema and Sherman (1977) reported that when the number of years of studying mathematics was controlled, sex-related differences were found in only half the high schools studied.