The Contribution of Self-Beliefs to the Mathematics Gender Achievement Gap and Its Link to Gender Equality

Autor/in	Sakellariou, Chris
Titel	The Contribution of Self-Beliefs to the Mathematics Gender Achievement Gap and Its Link to Gender Equality
Quelle	In: Oxford Review of Education, 46 (2020) 6, S.804-821 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1807313
Schlagwörter	Self Efficacy; Beliefs; Predictor Variables; Mathematics Achievement; Gender Differences; Achievement Gap; Equal Education; Foreign Countries; STEM Education; Self Concept; Mathematics Anxiety; Secondary School Students; Student Characteristics; Institutional Characteristics; Cultural Differences; Latin America; Middle East; Asia; Europe; North America; South America; Australia; New Zealand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ausland; STEM; Selbstkonzept; Sekundarschüler; Kultureller Unterschied; Lateinamerika; Vorderasien; Asien; Europa; Nordamerika; Südamerika; Australien; Neuseeland
Abstract	I brought together two strands of literature, one investigating the moderate but persistent underachievement of girls in mathematics in most countries, and the other examining the role of self-efficacy and other self-beliefs in predicting behaviour and achievement. I implemented detailed decompositions of the gender mathematics gap, both at the mean and for low and high performing students, for a large and diverse group of countries. I found considerable heterogeneity and different cross-country patterns in decomposition components and the contribution of self-beliefs. In OECD-Europe and more affluent East Asian countries, most or all of the gap is explained by gender differences in self-beliefs, especially self-efficacy; on the other hand, in Latin America and the Middle East, most of the gap remains unexplained. I also investigated the cross-country relationship between the gender mathematics gap and gender equity and found that a clearly negative association can be established after controlling for cross-country heterogeneity in gender differences in mathematics self-beliefs, which correlate with gender equality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01