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International Journal of Adolescence and Youth Volume 21, 2016 - Issue 4
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Articles

Exploring international gender differences in mathematics self-concept

Amy D. GoldmanDepartment of Education, Claremont Graduate University, Claremont, CA, USACorrespondence[email protected]
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Andrew M. PennerDepartment of Sociology, University of California, Irvine, CA, USAView further author information
Pages 403-418 | Received 30 Jul 2013, Accepted 19 Sep 2013, Published online: 15 Jan 2014

Figures & data

Table 1 Number of boys and girls, by country.

Table 2 Career involving mathematics as a function of mathematics self-concept and achievement, by country.

Table 3 Comparing boys' and girls' self-concept, by country.

Table 4 Self-concept as a function of mathematics score and gender.

Figure 1 Gender differences in self-concept as a function of GEM, net of GNI.Note: Results from model estimating GEM's effect on self-concept by gender, controlling for GNI. Self-concept is a factor of the three statements: ‘I usually do well in mathematics,’ ‘I enjoy learning mathematics,’ and ‘I like mathematics.’ Low GEM is defined as the 10th percentile of the given GEM value ranks, while high GEM is defined as the 90th percentile.
Figure 1 Gender differences in self-concept as a function of GEM, net of GNI.Note: Results from model estimating GEM's effect on self-concept by gender, controlling for GNI. Self-concept is a factor of the three statements: ‘I usually do well in mathematics,’ ‘I enjoy learning mathematics,’ and ‘I like mathematics.’ Low GEM is defined as the 10th percentile of the given GEM value ranks, while high GEM is defined as the 90th percentile.
Figure 2 Gender differences in career involving mathematics as a function of GEM, net of GNI.Note: Results from model estimating GEM's effect on career involving mathematics by gender, controlling for GNI. Career involving mathematics is the likelihood of strongly agreeing that mathematics will be important in your career. Low GEM is defined as the 10th percentile of the given GEM value ranks, while high GEM is defined as the 90th percentile.
Figure 2 Gender differences in career involving mathematics as a function of GEM, net of GNI.Note: Results from model estimating GEM's effect on career involving mathematics by gender, controlling for GNI. Career involving mathematics is the likelihood of strongly agreeing that mathematics will be important in your career. Low GEM is defined as the 10th percentile of the given GEM value ranks, while high GEM is defined as the 90th percentile.

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