Math Ability/Performance:
Scholastic Aptitude Test (SAT) Abstracts
B. Bridgeman and C. Wendler,Gender differences in predictors of college mathematics performance and in college mathematics course grades
Includes: Means, standard deviations, and gender differences across all courses. (table); Correlations of scholastic aptitude & descriptive questionnaire scores. (table); Means, standard deviations, and gender differences for algebra courses. (table)
M. B. Casey, R. Nuttall, E. Pezaris, and C. P. Benbow,The influence of spatial ability on gender differences in mathematics college entrance test scores across diverse samples
The relationship between mental rotation ability and gender differences in Scholastic Aptitude Test - Math (SAT-M) across diverse samples was investigated. Talented preadolescents, college students, and high- and low-ability college-bound youths, totaling 760, were administered the Vandenberg Mental Rotation Test. Gender comparisons showed male outperforming female students in both mental rotation and SAT-M for all 3 high-ability groups but not for the low-ability group. For all female samples, mental rotation predicted math aptitude even when SAT - Verbal was entered first into the regression. For male samples, the relationship varied as a function of sample. When mental rotation ability was statistically adjusted for, the significant gender difference in SAT-M was eliminated for the college sample and the high-ability college-bound students. This suggests that spatial ability may be responsible in part for mediating gender differences in math aptitude among these groups
COPYRIGHT American Psychological Association Inc. 1995
A. M. Gallagher and R. D. Lisi,Gender differences in Scholastic Aptitude Test-Mathematics problem solving among high-ability students
A study of the effect of gender on problem solving strategies of high school students. Interviews were conducted with high school students with SAT-M scores of 670 or higher. High SAT-M scores were correlated with confidence, persistence, and other positive attitudes towards math, whereas use of conventional problem solving strategies was correlated with such negative attitudes as dislike and nonrelevance.
L. D. Miller, C. E. Mitchell, and M. V. Ausdall,Evaluating achievement in mathematics: exploring the gender biases of timed testing
The study investigates the effect of time limits on SAT-type practice exams.
H. Wainer and L. S. Steiberg,Sex differences in performance on the mathematics section of the Scholastic Aptitude Test: a bidirectional validity study
A study of the mathematics section of the Scholastic Aptitude Test (SAT-M) and performances of men and women in this section in connection with their performance in a freshman math course is outlined. Results show that the SAT-M disfavors women such that women generally perform less well than men although their academic performances in college are similar. The causes of this differential validity by sex are political and not scientific and, as such, are similar to the issue of racial and linguistic biases.