Abstract

Meta-analyses were performed on 100 studies of gender differences in mathematics performance and 70 studies of gender differences in mathematics-related attitudes and affect. For mathematics performance, the average effect size across all studies was 0.15, indicating a slightly better performance by males. For mathematics-related attitudes and affect, the average effect sizes tended to be small, with females reporting more negative attitudes and affect. The one exception to this pattern was the stereotyping of math as a male domain, for which the average effect size was −0.90, indicating that males hold a much more stereotyped attitude. Gender differences in mathematics performance, attitudes, and affect appear to be only small to moderate. Consequently, we must look beyond abilities and attitudes to explain the substantial underrepresentation of females in advanced mathematics classrooms and mathematics-related careers