Halpern Diane F, Benbow Camilla P, Geary David C, Gur Ruben C, Hyde Janet Shibley, Gernsbacher Morton Ann
Claremont McKenna College
Vanderbilt University.
Psychol Sci Public Interest. 2007 Aug;8(1):1-51. doi: 10.1111/j.1529-1006.2007.00032.x. Epub 2007 Aug 1.
Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability-including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.
在公众对科学和数学领域职业中性别差异的原因持续猜测之际，我们提出一份基于现有最佳科学证据的共识声明。在能力分布的中等范围，科学和数学成就及能力方面的性别差异比在成就和能力最高水平时要小。在大多数定量和视觉空间能力测量中，男性的变异性更大，这必然导致在高能力和低能力极端情况下男性数量更多；男性往往变异性更大的原因仍然难以捉摸。在数学和科学领域取得成功的职业需要多种认知能力。女性往往在语言能力方面表现出色，当评估包括写作样本时，会发现女性和男性之间存在很大差异。在科学和数学方面的高水平成就需要有效沟通和理解抽象概念的能力，因此女性在写作方面的优势在所有学术领域都应该是有帮助的。在大多数视觉空间能力测量中，男性的表现优于女性，而视觉空间能力被认为是造成数学和科学标准化考试中性别差异的原因之一。对数学和科学中性别差异的进化解释支持这样的结论：尽管数学和科学表现方面的性别差异并非直接进化而来，但它们可能与兴趣以及特定大脑和认知系统的差异间接相关。我们回顾了科学和数学中性别差异的大脑基础，描述了一致的影响，并确定了许多可能的相关因素。经验会改变大脑结构和功能，因此关于大脑差异与数学和科学成功之间的因果陈述是循环的。广泛的社会文化力量导致了数学和科学成就及能力方面的性别差异——包括家庭、邻里、同伴和学校影响的作用；培训和经验；以及文化习俗。我们得出结论，早期经验、生物因素、教育政策和文化背景会影响追求科学和数学高级研究的女性和男性的数量，而且这些影响以复杂的方式相互叠加和相互作用。关于科学和数学中性别差异的复杂问题没有单一或简单的答案。
