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Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students

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  • Monica Bowden

    (College of Engineering, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA)

  • John P. Bartkowski

    (Department of Sociology, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA)

  • Xiaohe Xu

    (Department of Sociology, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA)

  • Richard Lewis Jr.

    (Department of Sociology, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA)

Abstract

Math proficiency is considered a critical subject for entry into most science, technology, engineering, and math (STEM) occupations. This study examines the relationship between parental occupation and gender differences in students’ math performance, that is, the gender math gap. Using insights from theories of social and gender reproduction, we hypothesize that daughters of STEM-employed parents, and especially STEM-employed mothers, will score higher on standardized math tests than their peers with non-STEM parents. Multiple waves of panel data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS–K) featuring students in third, fifth, and eighth grades are used to examine these hypotheses. Results from random effects regression models confirm these hypotheses while also revealing support for STEM-employed father-to-son and father-to-daughter transmission of a math performance advantage. Also, regardless of parental occupation, a gender math gap remains evident. We conclude by discussing implications, study limitations, and directions for future research.

Suggested Citation

  • Monica Bowden & John P. Bartkowski & Xiaohe Xu & Richard Lewis Jr., 2017. "Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students," Social Sciences, MDPI, vol. 7(1), pages 1-17, December.
    • Handle: RePEc:gam:jscscx:v:7:y:2017:i:1:p:6-:d:124817
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    References listed on IDEAS

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    3. Gijsbert Stoet & Drew H Bailey & Alex M Moore & David C Geary, 2016. "Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls," PLOS ONE, Public Library of Science, vol. 11(4), pages 1-24, April.
    4. Catherine Riegle-Crumb & Chelsea Moore, 2014. "The Gender Gap in High School Physics: Considering the Context of Local Communities," Social Science Quarterly, Southwestern Social Science Association, vol. 95(1), pages 253-268, March.
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