Explaining the persisting mathematics test score gap between boys and girls
AbstractThis paper provides evidence on the sources of the persisting mathematics test score gap between boys and girls. In particular, we investigate the role of the share of female mathematics teachers in secondary school and of pupils self-confidence and extrinsic motivation in mathematics. We find that the share of female mathematics teachers does not seem to affect differences in test scores between boys and girls. The number of books at home as well as the included psychological factors significantly reduce the gender test score gap. A remaining gap of 14% of a standard deviation in test scores is unexplained. --
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Bibliographic InfoPaper provided by ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research in its series ZEW Discussion Papers with number 10-101.
Date of creation: 2010
Date of revision:
mathematics test score gap; gender; share of female teachers; self-confidence;
Find related papers by JEL classification:
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-01-23 (All new papers)
- NEP-EDU-2011-01-23 (Education)
- NEP-LAB-2011-01-23 (Labour Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Ammermüller, Andreas & Dolton, Peter J., 2006. "Pupil-teacher gender interaction effects on scholastic outcomes in England and the USA," ZEW Discussion Papers 06-60, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
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