Is There any Evidence of Historical Changes in Gender Differences in American High School Students’ Math Competence-Related Beliefs from the 1980s to the 2010s?

Abstract

In this replication study, we examined gender differences in students’ math competence-related beliefs from 9^th to 12^th grade and tested gender differences within four racial/ethnic groups. In order to test the potential historical changes in these patterns and to counteract the replication crisis in psychology, this study employed six U.S. datasets collected from the 1980s to 2010s. Using a total sample of 24,290 students (49.5% male students; 11% African-, 9% Asian-; 30% Latinx- and 50% European-Americans), we found gender differences in students’ math competence-related beliefs favoring boys at all grade levels. By comparing effect sizes across datasets, we found no evidence that these gender differences varied by dataset or by historical time. The results across race/ethnicity with a subsample of 23,070 students indicated meaningful gender differences in students’ math competence-related beliefs favoring boys at all grade levels among Asian-, European-, and Latinx-Americans, but not among African-Americans where differences favored girls in 12^th grade. Overall, our findings provide no evidence of historical changes concerning gender differences in students’ math competence-related beliefs across datasets. Our findings illustrate the importance of replicating empirical findings across datasets and using an intersectional lens to investigate math motivation.