A recent article in the Monitor on Psychology  entitled Math Plus Culture Equal Gender Gap?  reviewed  the research on gender and math achievement.  Gender differences in mathematics has been one of the most debated and lively topics in education psychology.  Given the popularity of this topic, a large body of research has been conducted that examines if and what type of gender differences exists in mathematics. Most of the leading researchers agree that if gender differences actually exist, they are small and likely to affect areas of math skills at the highest level of the spectrum. Furthermore, research indicates that there is no reason why women cannot succeed in mathematically demanding fields. Despite these conclusions, women still are underrepresented in math, science and engineering related fields.  This discrepancy, in part, could be due to classroom influences starting in elementary school.  A study conducted by Martha Carr at the University of Georgia found that in elementary school , boys often utilize memory when learning math facts where as girls of rely on manipulatives, such as counting fingers. These differences in strategies result in girls demonstrating slower math fluency (i.e. the ability to solve math problems quickly) than boys.  Therefore, Carr argues that math fluency should be emphasized for all students.  In addition, research also suggests that the stereotype that “boys are good in math and girls are good in reading” is still prevalent in many elementary schools. Therefore, it is important to for educators to be aware of their own beliefs about math and gender.

 Considering the research findings, experts advise that “its not just the girls who need math help… we need to look toward better math instruction, not just for boys or girls.”  This advice seems to be logical given that the research does not support large gender abilities.

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Dr. Katie Shepard

Perhaps one of the most exciting as well as challenging aspects of life is that we are in a constant state of development. Throughout this life long process, each of us encounters unique sets of challenges that can leave one feeling “stuck.” During these periods, support from others can be a powerful tool to promote growth and address challenges. As a therapist, I integrate from several theoretical models (Cognitive Behavioral Therapy, Interpersonal Therapy and Solution-Focused models). Throughout the therapy process, I view collaboration between the client and therapist as an essential component to ensure that treatment is meeting the client’s goals. Assessment I also conduct psychological assessments for a variety of referral concerns (including ADHD, Autism Spectrum Disorders, and Learning Disabilities). Throughout the assessment process, I seek to identify strengths and weaknesses. These results are then used to generate individualized recommendations for school and home environments. As with therapy, I view assessment as a collaborative process. Therefore, prior to testing parents and the client are asked what questions they would like answered during the assessment process and feedback will be given directly related to the generated questions.

Latest posts by Dr. Katie Shepard (see all)

• Later School Start Times Leads to Better Academic Achievement - July 12, 2010
• Gender Differences in Math Achievement - July 8, 2010
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One Response to “Gender Differences in Math Achievement”

1. with love says:

   February 23, 2012 at 4:58 am

   Hi There! I just loves your striking write-up and please continue it

Tags: academic achievement, gender, math