Evidence map›Paper›PMID 39783780›Full record

ArticleJournal of adolescence2025

Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic Groups.

Christine R Starr, Glona Lee-Poon, Charlott Rubach, Yannan Gao, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S Eccles, Sandra D Simpkins

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Article in Journal of adolescence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

8 authors.

Christine R StarrDepartment of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.
Glona Lee-PoonSchool of Education, University of California, Irvine, California, USA.
Charlott RubachDepartment of School Pedagogy and Educational Research, University of Rostock, Rostock, Germany.
Yannan GaoHector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.
Nayssan SafavianSchool of Education, University of California, Irvine, California, USA.
Anna-Lena DickeSchool of Education, University of California, Irvine, California, USA.
Jacquelynne S EcclesSchool of Education, University of California, Irvine, California, USA.
Sandra D SimpkinsSchool of Education, University of California, Irvine, California, USA.

Funding

NICHD NIH HHS R01 033437This work was supported by two National Science Foundation grants (DRL-1760757 and DRL-2054956) to Sandra Simpkins and Jacquelynne Eccles, which supported the present analyses and writing of this paper. The original data collection of MADICS was supported by funding from the MacArthur Research Network on Successful Adolescent Development in High-Risk Settings and funding from NICHD Grant R01 033437.
6 · The paper itself

Abstract

introductionIndividuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined the extent to which gender differences in adolescents' math value beliefs (i.e., interest, utility, and attainment) replicated (1) across three datasets spanning the 1990s to 2010s, (2) from 9th-12th grade, and (3) within each of the four largest U.S. racial/ethnic groups (i.e., Asian, Black, Latine, and White adolescents).

methodsWe tested these aims with three existing longitudinal U.S. datasets: the California Achievement Motivation Project (CAMP) (n = 8855), the Childhood and Beyond Study (CAB) (n = 582), and the High School Longitudinal Study (HSLS) (n = 21,000). Students were in high school (9th-12th grade) and half were girls (49%-53%). All three datasets included measures with the same or similar math value belief items, making conceptual replication possible. RESULTS AND

conclusionsOverall, we did not find strong evidence for meaningful gender differences in adolescents' math value beliefs overall. We did find meaningful gender differences in the oldest data set (CAB). When examined within each racial/ethnic group, we found no evidence of gender differences in math value beliefs among Black or Latine adolescents, but some differences among Asian and White adolescents. The findings align with the gender similarities hypothesis, suggesting adolescent girls and boys had similar math value beliefs.

Indexed as

EthnicityMathematicsRacial GroupsStudentsAdolescentFemaleHumansLongitudinal StudiesMaleSchoolsSex FactorsUnited StatesattainmentimportanceinterestSTEMutility

Identifiers

PMID39783780
PMCPMC11973846

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.