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Gender and Antecedents of Performance in Mathematics Testing


by Ann Gallagher 1998

Gender differences in mathematics test performance have been documented extensively, providing a fairly clear picture of the circumstances under which differences are found. Notably fewer insights have been offered as to how these differences arise, why performance differences are found on tests but not in classroom grades, or what might be done to change current patterns. Using Halpern s (1997) psychobiosocial model of cognitive development as the point of departure, this article seeks to trace how differences in socialization patterns may contribute to cognitive processing differences, which, in turn, may lead to performance differences on tests.


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Cite This Article as: Teachers College Record Volume 100 Number 2, 1998, p. 297-314
http://www.tcrecord.org ID Number: 10313, Date Accessed: 10/23/2017 11:22:43 AM

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About the Author
  • Ann Gallagher
    Educational Testing Service
    Ann Galligher is a research scientist, Educational Testing Service, Princeton, New Jersey. She is co-author, with R. De Lisi, of "Gender Differences in Scholastic Aptitude Test: Mathematics Problem Solving among High Ability Students," Journal of Educational Psychology (1994).
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