Math's 'gender disparity' is primarily school-related, not genetically determined
In a groundbreaking study published in Nature, Elizabeth Spelke, a professor of psychology at Harvard University, reveals that the gender gap in math performance begins to emerge during the first year of formal schooling. The study, which analysed data on over 2.5 million first-grade children in France, sheds light on the factors contributing to this gap.
At the start of formal schooling, boys and girls show similar proficiency in math skills, according to the research. However, within just a few months into formal math instruction, a small gap favoring boys begins to appear and continues to grow. This suggests that the way math is taught and the educational environment may unintentionally favor boys.
One of the key factors influencing the gap is teacher expectations. Research indicates that teachers often underrate girls' math skills, even when their performance and behaviour are similar to those of boys. This lower expectation can contribute to a widening gap as girls may feel less encouraged to pursue and excel in math.
Another factor is the learning environment. The systematic instruction in mathematics may inadvertently create an environment where boys are more likely to excel at the top end of the achievement distribution. Meanwhile, girls' more diligent approaches to learning help them primarily at lower achievement levels but do not significantly reduce the gap at the top.
Interestingly, the study observed that in cohorts where schooling was interrupted by the COVID-19 pandemic, the gender gap in math grew less than in full-year cohorts. This suggests that the nature of formal education itself plays a role in deepening the gender gap.
To mitigate the gender gap in math, there is a growing consensus that interventions should be implemented early in formal education. This could involve training teachers to recognise and address their biases and ensuring that educational materials and practices are inclusive and supportive of all students.
Sabine Meinck of the International Association for the Evaluation of Educational Achievement suggests that early gendered patterns in parental engagement may also contribute to the math performance gap. For instance, parents engage girls more in early literacy activities while boys are more often involved with building blocks and construction toys, which may lay a foundation for how kids engage with reading and math learning in school.
Jenefer Golding, a pedagogy specialist at University College London, emphasises the importance of equity of opportunity to avoid putting avoidable obstacles in the way of young people who might thrive in math fields. She calls for more research in classrooms to develop interventions that could be useful to students, then test them.
The French government has already taken steps to address this issue by implementing a universal program of testing for all French children to help teachers better understand the needs of each class. By understanding the factors contributing to the gender gap in math performance, educators can work towards creating a more equitable learning environment for all students.
Science reveals that educational environment and teacher expectations play significant roles in the gender gap in math performance, as early as the first year of formal schooling. To foster equitable learning opportunities and reduce this gap, it's crucial to implement interventions like teacher training to recognize and address biases, and develop inclusive educational materials and practices.
