Gender Differences in Mathematics Self-concept Across the World

The article “Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015” (Mejía-Rodríguez et al., 2020) delves into a study of 2015 that conducted by TIMSS across 32 countries. This research focused on how individuals’ self-perception of their mathematical abilities is influenced by variables such as gender, math performance, and family background.

The study, which included skill tests and questionnaires for both students and parents, revealed negligible differences in performance between genders. However, it is noteworthy that even when girls outperformed boys in tests, boys exhibited higher self-perception for mathematics. The research further highlighted variations in self-perception based on the country’s educational system. For instance, in countries were low performance was recorded, such as Saudi Arabia and Oman, girls surpassed boys in mathematics self-perception. In contrast, in high-performing countries like Singapore and Korea, girls exhibited significantly lower self-perception compared to boys. It is reported that a possible cause of this is the consolidation of gender-disaggregated education (girls’ and arena schools) in Middle Eastern countries.

The study also reported a concerning trend of decreased interest among youth in pursuing STEM (Science, Technology, Engineering, and Mathematics) fields, despite their rapid growth and numerous professional opportunities.

These findings underscore the importance of educators in clarifying the factors that contribute to the model of a successful individual. Improving students’ self-esteem is crucial, as it plays a pivotal role in shaping their overall psychosocial well-being. Educators, understanding and addressing these disparities can contribute to creating a supportive learning environment for all students.