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A positive reading gap means that girls outperform boys (this is true in every country, so no country has a negative reading gap). There is a negative correlation between the mathematics and reading gender gaps, that is, nations with a larger mathematics gap have a smaller reading gap and vice versa. [1]
The gender gap in mathematics is particularly large among the highest-achieving students; for example, there is a 2.1 to 1 male-female ratio among students who score an 800 on the math portion of the SAT. [21] At least one study has challenged the existence of the gender gap in mathematics.
Gender pension gap, the cumulative impact of the gender pay gap. Global Gender Gap Report, an index, published by the World Economic Forum, designed to measure gender equality; Sex ratio, the ratio of males to females in a population; Missing women, the situation of having fewer women than expected in a population
A small performance difference in mathematics on the SAT [28] persists in favor of males, though the gap has shrunk from 40 points (5.0%) in 1975 [29] to 18 points (2.3%) in 2020. [30] However, the SAT is not a representative sample, given that it tests only college-bound students, and more women than men have attended college since the 1990s ...
"Fewer than 1 in 3 engineering graduates, and fewer than 1 in 5 computer science graduates are female". [ 13 ] Regarding the issue of gender and education in the STEM (Science, Technology, Engineering, and Mathematics) field, and how women in STEM have underwhelming sparse numbers in the field which is alarming for policymakers and sociology ...
The gender-equality paradox is the finding that various gender differences in personality and occupational choice are larger in more gender equal countries. Larger differences are found in Big Five personality traits , Dark Triad traits , self-esteem, depression, personal values, occupational and educational choices.
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Mathematician George F. Simmons wrote in the algebra section of his book Precalculus Mathematics in a Nutshell (1981) that the New Math produced students who had "heard of the commutative law, but did not know the multiplication table." [205] By the early 1970s, this movement was defeated. Nevertheless, some of the ideas it promoted still lived on.