Abstract
This study examines the role of self-concept regarding mathematical ability in explaining the gender gap in advanced mathematics performance of US high school students. The study is based on data generated from the Third International Mathematics and Science Study (TIMSS 1995 – 2015), a large-scale project which investigated the relationship between self-concept in mathematics and mathematical achievement. In the US, secondary school males in advanced mathematics classes consistently show a statistically significant higher mathematics self-concept than females. Male students also consistently have significantly higher mathematical achievement scores than females. However, by controlling for the mathematics self-concept, we found that this gender gap in achievement decreased by one third. These results indicate that self-concept in mathematics is an essential variable accounting for gender differences in high school students’ achievement levels in advanced mathematics.
Recommended Citation
Kodippili, Asitha and Senaratne, Deepthika C.
(2022)
"Does the mathematics self-concept explain the gender-gap in advanced mathematics achievement among US secondary school students?,"
Journal of Research Initiatives: Vol. 6:
Iss.
1, Article 2.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol6/iss1/2
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