What Recent Research Found on Gender Gaps in U.S. Math Ability?

Recent research continues to explore gender differences in math performance in the United States. While historical gaps have narrowed, disparities persist in certain areas, prompting questions about underlying causes. Understanding these factors is crucial for addressing barriers and fostering equitable opportunities in STEM fields.

Various influences contribute to these differences, including biological factors, societal expectations, and educational environments. Researchers are examining how these elements interact to shape math achievement and participation rates across genders.

Observed Trends in Standardized Test Scores

Longitudinal analyses of standardized math assessments in the U.S. reveal a complex picture. While early studies documented a persistent male advantage in high-level mathematical reasoning, more recent data suggest the overall gap has diminished, particularly in average scores. The National Assessment of Educational Progress (NAEP) indicates that boys and girls now perform similarly in math at the elementary and middle school levels. However, disparities emerge at the highest performance levels, where boys continue to outnumber girls.

This trend is evident in assessments emphasizing problem-solving and abstract reasoning. The SAT Math section consistently shows higher mean scores for male test-takers, with the College Board reporting a gap of approximately 20-30 points in recent years. Similarly, results from the American Mathematics Competitions (AMC) and the International Mathematical Olympiad (IMO) highlight a pronounced male overrepresentation among top performers.

One explanation for this trend lies in score distribution rather than averages. Research analyzing score distributions has found that male test-takers exhibit greater variance, meaning they are more likely to appear at both the highest and lowest ends of the spectrum. A study published in PNAS examined data from multiple large-scale assessments and found that this pattern holds across different countries, though the magnitude varies by region and educational system. This suggests that while societal factors influence math achievement, differences in how mathematical ability is expressed across genders may also play a role.

Potential Biological Influences

Researchers have long debated the role of biological factors in gender differences in mathematical ability. Studies using functional magnetic resonance imaging (fMRI) have identified variations in brain activity during problem-solving. Research published in NeuroImage found that males, on average, show greater activation in the intraparietal sulcus, a region associated with numerical processing and spatial reasoning, while females exhibit more bilateral activation, potentially indicating different cognitive strategies. However, brain plasticity and experience also significantly shape mathematical ability.

Hormonal influences have also been explored, particularly the effects of prenatal and postnatal exposure to androgens such as testosterone. Some studies link higher prenatal testosterone levels to stronger spatial reasoning skills, which correlate with advanced mathematical performance. A meta-analysis in Psychoneuroendocrinology reviewed studies on individuals with congenital adrenal hyperplasia (CAH), a condition that results in elevated prenatal androgen exposure, and found that females with CAH tend to perform better on spatial tasks. However, the relationship between spatial ability and mathematical performance is not always direct.

Genetic contributions have been examined through twin and family studies, suggesting a heritable component to mathematical aptitude. Research in Nature Communications analyzing genomic datasets has identified genetic variants associated with mathematical ability, though these account for only a small percentage of observed differences. Polygenic scores indicate that both inherited traits and environmental influences shape mathematical performance. The interplay between genetics and environment remains an active area of research.

Stereotype Threat and Performance

The psychological burden of societal expectations can shape academic outcomes beyond individual ability. Stereotype threat, where individuals underperform due to anxiety about confirming negative stereotypes, has been extensively studied in relation to gender and mathematics. When girls and women are reminded of the stereotype that males excel in math, performance tends to decline, particularly on challenging or high-stakes tests.

The mechanism behind stereotype threat lies in cognitive load and emotional regulation. Anxiety about confirming a stereotype taxes working memory, making it harder to focus on problem-solving. Neuroimaging studies have shown that stereotype threat activates brain regions associated with emotional distress while reducing activity in areas responsible for executive function. This stress competes for cognitive resources, leading to diminished performance even among highly capable students.

Beyond test-taking, stereotype threat can influence long-term engagement with mathematics. Repeated exposure to negative messaging erodes confidence, making students less likely to persist in math-intensive subjects. Experimental interventions that frame math ability as a skill that develops through effort, rather than as an innate trait, have been shown to mitigate stereotype threat. Classroom environments emphasizing growth mindset principles improve math performance among female students, reducing the gender gap in high-level achievement.

Socioeconomic Variables

Economic background significantly shapes students’ mathematical achievement, often amplifying gender disparities. Access to high-quality education, tutoring, and extracurricular math programs is unevenly distributed, creating disparities in foundational skills from an early age. Students from wealthier families are more likely to attend schools with experienced math teachers, advanced coursework, and smaller class sizes, all of which contribute to stronger performance. Underfunded schools, which disproportionately serve lower-income communities, often struggle with outdated curricula, limited resources, and higher teacher turnover, hindering math proficiency.

Parental involvement and expectations also vary by socioeconomic status, influencing children’s confidence in their mathematical abilities. Parents with higher education levels are more likely to engage their children in numeracy-related activities from a young age, fostering early interest and competence. Financial stability allows for participation in enrichment opportunities such as math camps and private tutoring, which are less accessible to lower-income students. These disparities can be particularly pronounced for girls, as societal biases may lead families to invest more in math-related enrichment for boys.

Math Enrollment Patterns

Participation in advanced math courses provides insight into how gender differences develop beyond standardized test performance. While boys and girls take foundational math classes at similar rates, differences emerge in advanced subjects such as calculus and statistics. Data from the U.S. Department of Education indicate that while female students enroll in high school algebra and geometry at comparable or slightly higher rates than their male peers, they are less likely to pursue elective courses like AP Calculus BC or multivariable calculus. This divergence becomes more pronounced in college, where women remain underrepresented in math-intensive majors such as engineering, physics, and computer science.

One contributing factor is the influence of teacher and peer expectations. Studies show that educators, even unintentionally, may encourage boys more frequently to pursue math-heavy subjects, reinforcing gendered perceptions of mathematical aptitude. Peer dynamics also play a role, as social norms shape students’ willingness to engage in fields where they feel underrepresented. Research published in Science Advances found that female students in male-dominated math classrooms were less likely to participate actively, discouraging continued enrollment in advanced coursework. Addressing these enrollment gaps requires mentorship programs and inclusive classroom environments to support students pursuing higher-level mathematics.

Confidence and Self-Assessment

Self-perception of mathematical ability influences course selection and career aspirations. Confidence disparities between genders begin early, with studies showing that by elementary school, boys tend to rate their math skills more favorably than girls, even when actual performance is comparable. This self-assessment gap persists into adolescence and adulthood, affecting academic choices and professional ambitions in STEM fields. A longitudinal study published in Psychological Science found that female students with strong math abilities were more likely than their male counterparts to underestimate their competence, leading them to opt out of competitive math-related pursuits.

The origins of these confidence gaps are multifaceted, with social reinforcement playing a significant role. Parents and teachers may unknowingly provide different types of feedback based on gender, with boys more often encouraged to persist through mathematical challenges, while girls are praised for effort rather than ability. Over time, this fosters the belief that math proficiency is innate rather than a skill that can be developed.

Efforts to close this perception gap have included initiatives emphasizing growth mindset principles, which encourage students to view mathematical ability as something that improves with practice. Programs that provide female students with role models in math-intensive careers have been particularly effective in reshaping confidence levels, demonstrating that success in mathematics is not predetermined by gender.