Gender Similarity In Math

Gender Similarity In Math 7gender Similarities In Mathematics Achievem

This study investigates whether there are gender differences in mathematics achievement among deaf and hard of hearing high school students. Prior research with hearing students indicates negligible differences at elementary levels and small, often negligible, differences at high school levels in the United States (Hyde, 2005; Linn & Hyde, 1989). However, little is known about these patterns within special populations, like deaf and hard of hearing students, especially since some studies exclude students from special education. The hypothesis posits that, assuming gender socialization processes are similar between deaf and hearing populations—largely because most deaf students are born to hearing parents—there will be minimal gender differences in mathematics achievement among these students as well.

The research utilizes data from the Stanford Achievement Test, 10th Edition, specifically the National Deaf and Hard of Hearing Student Norms Project (Gallaudet Research Institute, 2003). The analysis is confined to high school students aged 15-18, categorized into two groups: 15-16 and 17-18, to minimize maturation and curriculum differences. The outcomes are measured using item response theory (IRT) scaled scores, regarded as interval-level and comparable across test levels. A t-test examines gender differences, with the expectation that the null hypothesis of no difference will likely not be rejected, consistent with prior research.

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The analysis results confirm the hypothesis that there are no significant gender differences in mathematics achievement among deaf and hard of hearing high school students. The statistical tests show that mean scores for males and females in both age groups are virtually indistinguishable (t = 0.255, p = 0.799 for 15-16; t = 0.320, p = 0.749 for 17-18), with effect size correlations near zero (r = 0.010 and r = 0.013, respectively). These findings align with the gender similarities hypothesis (Hyde, 2005), suggesting that, at least in mathematical achievement, deaf and hard of hearing students do not exhibit the gender gaps observed in the broader population.

This parity might be attributed to the socialization environment shared by deaf and hearing students, most notably the influence of hearing parents and the mainstream educational context. The results further imply that gender alone does not predict higher or lower mathematics achievement within this population, contradicting general stereotypes of gender differences in STEM-related areas (Leahey & Guo, 2001). Additionally, examining the score distributions for skewness and kurtosis suggests the data are sufficiently normal for parametric testing, bolstering confidence in the results. These findings are significant for educators and policymakers, emphasizing the importance of equitable educational opportunities rather than gender-based assumptions.

While the study underscores the similarity in achievement, it raises questions about other factors influencing mathematics motivation and interest among deaf and hard of hearing students. Future research should investigate whether these achievement patterns extend to attitudes toward mathematics, perseverance, and STEM career pursuits. Moreover, examining longitudinal data could reveal how gender-related trends evolve over time and across educational levels.

In conclusion, the lack of significant gender differences advocates for designing universal educational interventions that cater equally to boys and girls, without bias or prejudice. Acknowledging that both deaf and hard of hearing students demonstrate comparable academic capabilities in mathematics could enhance inclusivity and challenge existing stereotypes, ultimately fostering a more equitable learning environment for all students regardless of gender or hearing status.

References

  • Gallaudet Research Institute. (2003). Stanford Achievement Test, 10th Edition, National Deaf and Hard of Hearing Student Norms Project. Unpublished raw data.
  • Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592.
  • Leahey, E., & Guo, G. (2001). Gender differences in mathematical trajectories. Social Forces, 80(2), 541–568.
  • Linn, M. C., & Hyde, J. S. (1989). Gender, mathematics, and science. Educational Researcher, 18(8), 27–35.
  • Mitchell, R. E. (2004). National profile of deaf and hard of hearing students in special education from weighted survey results. American Annals of the Deaf, 149(4), 347–356.
  • Mullis, I. V. S., Martin, M. O., Beaton, A. E., Gonzalez, E. J., Kelly, D. L., & Smith, T. A. (1997). Mathematics achievement in the primary school years: IEA’s Third International Mathematics and Science Study (TIMSS). Boston College, TIMSS International Study Center.
  • Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability, and high-scoring individuals. Science, 269(5221), 41–45.
  • Campbell, J. R., Hombo, C. M., & Mazzeo, J. (2000). NAEP 1999 trends in academic progress: Three decades of student performance. U.S. Department of Education, NCES.
  • Leahy, S., & Guo, G. (2001). Gender differences in mathematical trajectories. Social Forces, 80(2), 541–568.
  • Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592.

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