Gender equality indicators moderate gender differences among top-performing math students: tertiary enrollment ratios predict the share of female students and their achievement profiles¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q4
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? A rise in the tertiary enrollment ratio by 1% was associated with an increase of 0.04% in the percentage of female students in the top 5% in mathematics (b = 0.04). → Keller 2021 q4 i? Higher tertiary enrollment ratios predicted smaller math–reading profile differences for both genders and smaller science–reading differences for female top performers; women's share in senior and middle management predicted smaller female math–science profile differences. → Keller 2021 (2)

Evidence¶

Keller 2021¶

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2021). Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000685

q4 · i? · associational · r3

Multivariate metaregression (mixed-effects models) with gender equality indicators as moderators of the country-level proportions. The printed coefficient was b = 0.04 for tertiary enrollment ratios, controlling for the other indicators; no standardized effect size was printed.

"Tertiary enrollment ratios positively predicted the proportion of female students in the top 5% in mathematics (b = 0.04), indicating that a rise in the tertiary enrollment ratio by 1% was associated with an increase in the percentage of female students in the top 5% in mathematics by 0.04% (under control of the other gender equality indicators; Table 4)."

Keller 2021 (2)¶

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2021). Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000685

q4 · i? · quant-synthesis · r3

Metaregression of profile-score heterogeneity on gender equality indicators. Printed coefficients: bfemale = -0.15, bmale = -0.12 (math–reading), bfemale = -0.10 (science–reading); women's share in senior and middle management predicted female math–science scores (bfemale = -0.99). No standardized effect sizes were printed.

"The results in Table 6 show that enrollment ratios in tertiary education were associated with female and male students' math–reading profile scores (bfemale = –0.15, bmale = –0.12) and female students' science–reading profile scores (bfemale = –0.10)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Gender differences in mathematics and science achievement are negligible among top-performing math students, while female students show better reading achievement — related
• Male students are overrepresented among top-performing math students, with a mean female-to-male ratio of 1:1.50 across 82 countries — related
• The fraction of women enrolling in mathematics degree programs in the UK and the Netherlands has remained constant despite rising female participation in higher education — related
• Among top-performing math students, male students show strongly math-oriented math–reading achievement profiles whereas female students' profiles are more balanced — related