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Explaining the persisting mathematics test score gap between boys and girls

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  • Sprietsma, Maresa

Abstract

This 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.

Suggested Citation

  • Sprietsma, Maresa, 2010. "Explaining the persisting mathematics test score gap between boys and girls," ZEW Discussion Papers 10-101, ZEW - Leibniz Centre for European Economic Research.
    • Handle: RePEc:zbw:zewdip:10101
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    References listed on IDEAS

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    1. Ammermüller, Andreas & Dolton, Peter J., 2006. "Pupil-teacher gender interaction effects on scholastic outcomes in England and the USA," ZEW Discussion Papers 06-060, ZEW - Leibniz Centre for European Economic Research.
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    More about this item

    Keywords

    mathematics test score gap; gender; share of female teachers; self-confidence;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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