[Correction Notice: An erratum for this article was reported in Vol 136 of Psychological Bulletin. On page 118 of the article “Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis,” by Nicole M. Else-Quest, Janet Shibley Hyde, and Marcia C. Linn, the images on Figures 1 and 2 are incorrectly reversed. The legends for Figures 1 and 2 are in the correct order.] A gender gap in mathematics achievement persists in some nations but not in others. In light of the (...) underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14–16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small ; however, national effect sizes showed considerable variability. Despite gender similarities in achievement, boys reported more positive math attitudes and affect ; national effect sizes ranged from d = −0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women’s share of research jobs, and women’s parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls’ and women’s agency cross-nationally. (shrink)

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample. One exception to the (...) general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes. While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations. (shrink)