This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Linn, M. C. Articles by Hyde, J. S. Search for Related Content Social Bookmarking                         What's this?

Gender, Mathematics, and Science

University of California, School of Education, Berkeley, CA 94720, specializes in scientific reasoning, technology and education, and gender and science.

Janet S. Hyde, Professor of Psychology and Director of the Women's Studies Research Center

Department of Psychology, Brogden Psychology Bldg., University of Wisconsin, Madison, WI 53706, specializes in the psychology of women.

Males have greater access to science and technical fields and greater earning power than females. Many argue that cognitive and psychosocial gender differences explain these career differences. In contrast, evidence from meta-analysis and process analysis indicate that (a) gender differences on cognitive and psychosocial tasks are small and declining, (b) gender differences are not general but specific to cultural and situational contexts, (c) gender differences in cognitive processes often reflect gender differences in course enrollment and training, and (d) gender differences in height, physical strength, career access, and earning power are much larger and more stable than gender differences on cognitive and psychosocial tasks. These trends imply that small gender differences in cognitive and psychosocial domains be deemphasized and instead that learning and earning environments be redesigned to promote gender equity.

Educational Researcher, Vol. 18, No. 8, 17-27 (1989)
DOI: 10.3102/0013189X018008017


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. S. Hamilton Gender Differences on High School Science Achievement Tests: Do Format and Content Matter? Educational Evaluation and Policy Analysis, January 1, 1998; 20(3): 179 - 195. [Abstract] [PDF]

				S. F. Chipman, S. P. Marshall, and P. A. Scott Content Effects on Word Problem Performance: A Possible Source of Test Bias? American Educational Research Journal, January 1, 1991; 28(4): 897 - 915. [Abstract] [PDF]

				M. Sadker, D. Sadker, and S. Klein Chapter 7: The Issue of Gender in Elementary and Secondary Education Review of Research in Education, January 1, 1991; 17(1): 269 - 334. [PDF]