Final answer:
Explanations for perceived differences in mathematical ability between males and females often stem from social and cultural influences rather than biological factors. Variables such as upbringing, educational experiences, and societal expectations play a significant role in shaping cognitive skills. Addressing these factors is crucial to understanding any disparities in performance between genders.
Step-by-step explanation:
Explanations for Gender Differences in Math Ability
The question of whether males are better at math than females is a complex issue influenced by various factors beyond biological differences. Anne Fausto-Sterling's review in Myths of Gender suggests that when cognitive differences are found in abilities such as verbal and spatial skills, they are often minuscule, with a minimal portion attributable to gender. This indicates that 95 percent of the differences are due to factors other than gender. Studies have shown that social factors, including societal expectations, parenting styles, and education systems, contribute significantly to cognitive ability development. Boys and girls are treated and encouraged differently both inside and outside of the classroom, which can lead to differences in performance. The encouragement of certain play styles or career paths can also influence a child's skills and interests, as can different aspects of cultural practices, such as the consistent work ethic derived from wet rice cultivation in Asian societies, as presented by Malcolm Gladwell.
Lurking variables such as the number of math courses taken or the level of encouragement given to study certain fields must be considered when evaluating test scores. Furthermore, intervention studies have shown that girls can reach the same spatial abilities as boys with practice, indicating that initial differences may be due to exposure rather than innate ability. Lastly, societal influences, shown through the differences in treatment by teachers towards male and female students, reinforce gender stereotypes that may affect academic performance and self-perception.