School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI 53706, USA.
Psychol Bull. 2010 Nov;136(6):1123-35. doi: 10.1037/a0021276.
In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between -0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics.
在本文中，我们使用荟萃分析来分析近年来数学表现研究中的性别差异。首先，我们对 1990 年至 2007 年间发表的 242 项研究的数据进行了荟萃分析，这些研究共测试了 1286350 人。总体而言，d = 0.05，表明没有性别差异，方差比 = 1.08，表明男性和女性的方差几乎相等。其次，我们分析了过去 20 年来基于美国青少年概率抽样的大型数据集的数据：青年纵向研究、1988 年全国教育纵向研究、美国青年纵向研究和全国教育进展评估。性别差异的效应大小在-0.15 到+0.22 之间。方差比从 0.88 到 1.34 不等。总的来说，这些发现支持了男性和女性在数学表现上相似的观点。
