Gender differences in mathematics achievement: a search for explanations

Based on the responses of a random sample of 847 secondary school students (515 males and 332 females) from grades 8, 9, 10 and 11 in a rural context – North Shoa, Ethiopia – the author investigates gender differences in mathematics achievement and attitudes. The results indicated significant gender differences in both mathematics achievement and attitudes among 9th, 10th and 11th graders. All significant differences were in favour of males. The gender difference in mathematics achievement in these grades was partly due to gender differences in attitudes. Other concomitant variables were peer group expectations and the stereotyping of mathematics as a male domain. At the 8th grade level, a significant gender difference was found in mathematics achievement, but not in attitude. An explanation may lie in the local culture, which generally discourages the education of girls. Moreover, rural girls’ household chores leave them with little time for study, and a cross-national study has indicated that time spent on homework is an important predictor of mathematics achievement. Bibliogr., sum.