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 Benbow, C. P. Articles by Minor, L. L. Search for Related Content Social Bookmarking                         What's this?

Mathematically Talented Males and Females and Achievement in the High School Sciences

Iowa State Unversity

Lola L. Minor

Johns Hopkins University

Mathematically talented youth, whether male or female, tend to have favorable attitudes toward science and to participate in the sciences at a level much higher than average. There were no overall sex differences in course-taking or course-grades in the sciences. Indications of sex differences favoring males, however, were found in participation in high school physics, the taking of and performance on high school and college level science achievement tests, and intention to major in the more quantitatively oriented fields of physics and engineering. No substantial sex differences in attitudes toward the sciences, except possibly physics, were detected. Overall attitude toward science did relate somewhat to participation in science. Moreover, sex differences in mathematical reasoning ability may explain some of the sex difference in science participation and achievement. These results may bear on why women are underrepresented in the sciences.

American Educational Research Journal, Vol. 23, No. 3, 425-436 (1986)
DOI: 10.3102/00028312023003425


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

This article has been cited by other articles:

				J. E. Jacobs, L. L. Finken, N. L. Griffin, and J. D. Wright The Career Plans of Science-Talented Rural Adolescent Girls American Educational Research Journal, January 1, 1998; 35(4): 681 - 704. [Abstract] [PDF]

				K. A. Heller and A. Ziegler Gender Differences in Mathematics and the Sciences: Can Attributional Retraining Improve the Performance of Gifted Females? Gifted Child Quarterly, October 1, 1996; 40(4): 200 - 210. [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]

				E. J. Sowell, A. J. Zeigler, L. Bergwall, and R. M. Cartwright Identification and Description of Mathematically Gifted Students: A Review of Empirical Research Gifted Child Quarterly, October 1, 1990; 34(4): 147 - 154. [Abstract] [PDF]

				C. P. Benbow and L. L. Minor Cognitive Profiles of Verbally and Mathematically Precocious Students: Implications for Identification of the Gifted Gifted Child Quarterly, January 1, 1990; 34(1): 21 - 26. [Abstract] [PDF]