Spatial Ability as a Mediator of Gender Differences on Mathematics Tests: A Biological–Environmental Framework

doi:10.1017/CBO9780511614446.007

6 - Spatial Ability as a Mediator of Gender Differences on Mathematics Tests: A Biological–Environmental Framework

Published online by Cambridge University Press: 05 June 2012

Ronald L. Nuttall ,

M. Beth Casey and

Elizabeth Pezaris

Edited by

Ann M. Gallagher and

James C. Kaufman

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Ronald L. Nuttall: Affiliation:
Boston collage
M. Beth Casey: Affiliation:
Boston collage
Elizabeth Pezaris: Affiliation:
Norhtheastern university
Ann M. Gallagher: Affiliation:
Law School Admissions Council, Newton, PA
James C. Kaufman: Affiliation:
California State University, San Bernardino

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Summary

It is well known that there is a gender difference on a number of standardized mathematics tests, with males outperforming females (Hyde, Fennema, & Lamon, 1990; Willingham & Cole, 1997). In addition, a relationship has been found between spatial abilities and mathematics test scores (Burnett, Lane, & Dratt, 1979; Casey, Nuttall, Pezaris, & Benbow, 1995; Casey, Nuttall, & Pezaris, 1997; Geary, Saults, Liu, & Hoard, 2000; Robinson, Abbott, Berninger, & Busse, 1996). This relationship may be key for understanding gender differences in mathematics because one of the best-known and largest gender differences is the male advantage on some types of spatial skills (Linn & Petersen, 1985). In fact, evidence has begun to accumulate that shows a connection between gender differences in mathematics achievement and gender differences in spatial skills (Casey et al., 1995; Casey et al., 1997; Casey, Nuttall, & Pezaris, 2001).

In this chapter, we review our research findings, which were designed to address a series of questions to better understand gender differences in math achievement. We propose that gender differences in spatial skills are the key to understanding gender differences in math achievement. After presenting findings on this connection, the conclusion of the chapter provides a biological/environmental framework to help understand how variations in spatial abilities might arise.

GENDER DIFFERENCES IN MATH ACHIEVEMENT

The observed gender differences in mathematics performance are not universal (Hedges & Nowell, 1995; Hyde et al., 1990).

Type: Chapter
Information: Gender Differences in Mathematics
An Integrative Psychological Approach
, pp. 121 - 142

DOI: https://doi.org/10.1017/CBO9780511614446.007 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2004

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