New overseas research has found that gender disparities in maths performance in favour of boys show up as early as after four months of formal schooling.
French and US researchers analysed data from more than 2.6 million first and second grade children (ages 5 to 7) in France. There was almost no difference in the average performance when the children started school, but a notable gender gap in favour of boys appeared when they were tested again after four months – regardless of socioeconomic status. The team says these findings point to the first year of school as the time and place where a gender gap emerges, which helps to focus the search for solutions and interventions.
The Science Media Centre asked local third-party experts to comment on the findings and their relevance to Aotearoa and the wider Pacific.
Professor Jodie Hunter, Institute of Education, Massey University, comments:
“This study supports what earlier research has shown about something called ‘brilliance bias’, the idea that doing well in subjects like mathematics, physics and other sciences is about having natural talent or being innately brilliant. What is interesting is that younger children often believe their own gender or group is the smartest at these subjects, but as they get older and move through schooling this begins to change. They begin to associate success in mathematics and science subjects with certain groups, unfortunately, those groups often don’t include girls or students from marginalised communities.
“This research is highly relevant for us here in Aotearoa and across the Pacific given that we see ongoing disparities in achievement, particularly for Māori and Pacific students. Research suggests that part of the problem is a lack of recognition for the strengths and knowledge that these students being into the classroom. It would be beneficial to see further research that looks at how we can support teachers and students to see everyone as capable of doing mathematics.”
No conflicts of interest.