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Please note that only journal articles, books, and book chapters focused on gender and/or sexuality in mathematics education are included on this page.
Adiredja, A. P., & Zandieh, M. (2020). The lived experience of linear algebra: A counter-story about women of color in mathematics. Educational Studies in Mathematics, 104(2), 239–260. https://doi.org/10.1007/s10649-020-09954-3
Albizu Mallea, Uzuri. (2022). Feminist scientists: Transformative ways of inhabiting scientific systems. Revista Estudos Feministas, 30(3), Article e80944. https://doi.org/10.1590/1806-9584-2022v30n380944
Alderton, J. (2020). Kelly’s story: Transformative identity work in primary mathematics teacher education. Gender and Education, 32(2), 145–160. https://doi.org/10.1080/09540253.2017.1336204
Ataide Pinheiro, W. (2021). Dismantling the ‘all-boys club’ A narrative of contradictions women experience in PhD mathematics programs: A Freirean approach. International Electronic Journal of Mathematics Education, 16(3), em0652. https://doi.org/10.29333/iejme/11090
Battey, D., Amman, K., Leyva, L. A., Hyland, N., & Wolf McMichael, E. (2022). Racialized and gendered labor in students’ responses to precalculus and calculus instruction. Journal for Research in Mathematics Education, 53(2), 94–113. https://doi.org/10.5951/jresematheduc-2020-0170
Breda, T., Jouini, E., & Napp, C. (2023). Gender differences in the intention to study math increase with math performance. Nature Communications, 14(1), Article 3664. https://doi.org/10.1038/s41467-023-39079-z
Breda, T., Jouini, E., Napp, C., & Thebault, G. (2020). Gender stereotypes can explain the gender–equality paradox. Proceedings of the National Academy of Sciences, 117(49), 31063–31069. https://doi.org/10.1073/pnas.2008704117
Cantley, I., & McAllister, J. (2021). The gender similarities hypothesis: Insights from a multilevel analysis of high-stakes examination results in mathematics. Sex Roles, 85(7–8), 481–496. https://doi.org/10.1007/s11199-021-01234-5
Casanova, S., Vukovic, R. K., & Kieffer, M. J. (2021). Do girls pay an unequal price? Black and Latina girls’ math attitudes, math anxiety, and mathematics achievement. Journal of Applied Developmental Psychology, 73, Article 101256. https://doi.org/10.1016/j.appdev.2021.101256
Casey, B. M., & Ganley, C. M. (2021). An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model. Developmental Review, 60, Article 100963. https://doi.org/10.1016/j.dr.2021.100963
Cohen, L. D., Yavin, L. L., & Rubinsten, O. (2021). Females’ negative affective valence to math-related words. Acta Psychologica, 217, Article 103313. https://doi.org/10.1016/j.actpsy.2021.103313
Copur-Gencturk, Y., Thacker, I., & Quinn, D. (2021). K–8 teachers’ overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19(6), 1251–1269. https://doi.org/10.1007/s10763-020-10104-7
Delage, V., Trudel, G., Retanal, F., & Maloney, E. A. (2022). Spatial anxiety and spatial ability: Mediators of gender differences in math anxiety. Journal of Experimental Psychology: General, 151(4), 921–933. https://doi.org/10.1037/xge0000884
Dersch, A.-S., Heyder, A., & Eitel, A. (2022). Exploring the nature of teachers’ math–gender stereotypes: The math–gender misconception questionnaire. Frontiers in Psychology, 13, Article 820254. https://doi.org/10.3389/fpsyg.2022.820254
Dockery, A. M., Koshy, P., & Li, I. W. (2020). Culture, migration and educational performance: A focus on gender outcomes using Australian PISA tests. The Australian Educational Researcher, 47(1), 39–59. https://doi.org/10.1007/s13384-019-00321-7
Dossi, G., Figlio, D., Guiliano, P., & Sapienza, P. (2021). Born in the family: Preferences for boys and the gender gap in math. Journal of Economic Behavior & Organization, 183, 175–188. https://doi.org/10.1016/j.jebo.2020.12.012
Ellison, G., & Swanson, A. (2021). Dynamics of the gender gap in high math achievement. The Journal of Human Resources, 58(5), 1679–1711. https://doi.org/10.3368/jhr.58.5.0620-10972R1
Fiss, A. (2021). Ridicule, technical communication, and nineteenth-century women performing college math. Technical Communication Quarterly, 30(2), 143–156. https://doi.org/10.1080/10572252.2020.1803989
Franz-Odendaal, T. A., Blotnicky, K. A., & Joy, P. (2020). Math self-efficacy and the likelihood of pursuing a STEM-based career: A gender-based analysis. Canadian Journal of Science, Mathematics and Technology Education, 20(3), 538–556. https://doi.org/10.1007/s42330-020-00105-7
Forgasz, H. (2021). Gender: A dilemma for large-scale studies in mathematics education. Mathematics Education Research Journal, 33(4), 631–640. https://doi.org/10.1007/s13394-020-00353-8
Gjøvik, Ø., Kaspersen, E., & Farsani, D. (2022). Stereotypical images of male and female mathematics teachers. Research in Mathematics Education. Advance online publication. https://doi.org/10.1080/14794802.2022.2041471
Guichot-Reina, V., & De la Torre-Sierra, A. M. (2023). The representation of gender stereotypes in Spanish mathematics textbooks for elementary education. Sexuality & Culture, 27(4), 1481–1503. https://doi.org/10.1007/s12119-023-10075-1
Hall, J., & Norén, E. (2021). Innovations in “gender issues” research in mathematics education. Mathematics Education Research Journal, 33(4), 787–791. https://doi.org/10.1007/s13394-021-00404-8
Hall, J., & Robinson, T. (2020). “Death by a thousand papercuts”: Gender issues in university mathematics. Redress, 29(2), 39–44. http://www.publications.awe.asn.au/redress-december-2020
Harris, D., Lowrie, T., Logan, T., & Hegarty, M. (2021). Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance? British Journal of Educational Psychology, 91(1), 409–441. https://doi.org/10.1111/bjep.12371
Heyder, A., Weidinger, A. F., & Steinmayr, R. (2020). Only a burden for females in math? Gender and domain differences in the relation between adolescents’ fixed mindsets and motivation. Journal of Youth and Adolescence, 50(1), 177–188. https://doi.org/10.1007/s10964-020-01345-4
Holm, M. E., Korhonen, J., Laine A., Bjorn, P. M., & Hannula, M. S. (2020). Big-fish-little-pond effect on achievement emotions in relation to mathematics performance and gender. International Journal of Educational Research, 104, Article 101692. https://doi.org/10.1016/j.ijer.2020.101692
Hsieh, T.-Y., Simpkins, S. D., & Eccles, J. S. (2021). Gender by racial/ethnic intersectionality in the patterns of adolescents’ math motivation and their math achievement and engagement. Contemporary Educational Psychology, 66, Article 101974. https://doi.org/10.1016/j.cedpsych.2021.101974
Iddrisu, A. B., Bornaa, C. S., Adams, F. X., Kissi-Abrokwah, B., Atepor, S., Owuba-Asiedu, L., Bawa, G. M., & Kwakye, D. O. (2022). Predictors of girls’ performance in mathematics among senior high school students. British Journal of Contemporary Education, 2(2), 33–57. https://abjournals.org/bjce/jr-paper_issue/?select_volume=2&select_issue=2
Jao, L., Hall, J., & Di Placido, C. (2023). “If you’re a dude, you’re a chick, whatever the hell in between, you need to know about maths”: The Australian and Canadian general public’s views of gender and mathematics. Mathematics Education Research Journal. Advance online publication. https://doi.org/10.1007/s13394-023-00448-y
Jaremus, F. (2021). When girls do masculinity like boys do: Establishing gender heteroglossia in school mathematics participation. Mathematics Education Research Journal, 33(4), 713–731. https://doi.org/10.1007/s13394-020-00355-6
Jaremus, F., Gore, J., Prieto-Rodriguez, E., & Fray, L. (2020). Girls are still being ‘counted out’: Teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105(2), 219–236. https://doi.org/10.1007/s10649-020-09986-9
Johnson, E., Andrews-Larson, C., Keene, K., Melhuish, K., Keller, R., & Fortune, N. (2020). Inquiry and gender inequity in the undergraduate mathematics classroom. Journal for Research in Mathematics Education, 51(4), 514–516. https://doi.org/10.5951/jresematheduc-2020-0043
Kaiser, G., & Zhu, Y. (2022). Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai. Asian Journal of Mathematics Education, 1(1), 115–130. https://doi.org/10.1177/27527263221091373
Kaldo, I., & Õun, K. (2020). Gender differences favouring females in learning strategies in mathematics. Problems of Education in the 21st Century, 78(4), 595–611. https://doi.org/10.33225/pec/20.78.595
Kaufholz-Soldat, E., & Oswald, N. M. R. (Eds). (2020). Against all odds: Women’s ways to mathematical research since 1800. Springer. https://doi.org/10.1007/978-3-030-47610-6
Kavatsyuk, O., Ioannou, M., & Avraamidou, L. (2022). Gender-inclusive instructional practices in university mathematics classes. International Journal of Gender, Science and Technology, 14(2), 280–295. https://genderandset.open.ac.uk/index.php/genderandset/issue/view/41
Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2022). Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. Journal of Educational Psychology, 114(5), 966–991. https://doi.org/10.1037/edu0000685
Kersey, E., & Voigt, M. (2021). Finding community and overcoming barriers: Experiences of queer and transgender postsecondary students in mathematics and other STEM fields. Mathematics Education Research Journal, 33(4), 733–756. https://doi.org/10.1007/s13394-020-00356-5
Kirkham, J., & Chapman, E. (2020). Gendered decision-making about mathematics courses: Contributions of self-perceptions, domain-perceptions, and sociocultural factors. Journal of Educational and Developmental Psychology, 10(1), 43–59. https://doi.org/10.5539/jedp.v10n1p43
Kolovou, M, Ran, H., & Secada, W. (2022). CGI teachers’ patterns of interacting with male and female students during their first and second years of practice. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-022-10314-1
Lee, J., Lee, H. J., & Bong, M. (2022) Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs. Theory Into Practice, 61(1), 35–48. https://doi.org/10.1080/00405841.2021.1932156
Lee, J., Lee, H. J., Song, J., & Bong, M. (2021). Enhancing children’s math motivation with a joint intervention on mindset and gender stereotypes. Learning and Instruction, 73, Article 101416. https://doi.org/10.1016/j.learninstruc.2020.101416
Lee, H. J., Lee, J., Song, J., Kim, S., & Bong, M. (2022). Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000743
Leroy, N., Max, S., & Pansu, P. (2022). Is Emma or Liam the top scorer in math? The effects of a counter-stereotypical role model on math achievement. Sex Roles, 86(9–10), 587–603. https://doi.org/10.1007/s11199-022-01289-y
Leyva, L. A. (2021). Black women’s counter-stories of resilience and within-group tensions in the White, patriarchal space of mathematics education. Journal for Research in Mathematics Education, 52(2), 117–151. https://doi.org/10.5951/jresematheduc-2020-0027
Leyva, L. A., MacNeill. R. T., Balmer, B. R., Marshall, B. L., King, V. E., & Alley, Z. D. (2022). Black queer students’ counter-stories of invisibility in undergraduate STEM as a White, cisheteropatriarchal space. American Educational Research Journal. Advance online publication. https://doi.org/10.3102/00028312221096455
Leyva, L. A., McNeill, R. T., Marshall, B. L., & Guzmán, O. A. (2021). “It seems like they purposefully try to make as many kids drop”: An analysis of logics and mechanisms of racial-gendered inequality in introductory mathematics instruction. The Journal of Higher Education, 92(5), 784–814. https://doi.org/10.1080/00221546.2021.1879586
Leyva, L. A., Quea, R., Weber, K., Battey, D., & López, D. (2021). Detailing racialized and gendered mechanisms of undergraduate precalculus and calculus classroom instruction. Cognition and Instruction, 39(1), 1–34. https://doi.org/10.1080/07370008.2020.1849218
Litster, K., Lommatsch, C. W., Novak, J. R., Moyer-Packenham, P. S., Harmon, M. J., Roxburgh, A. L., & Bullock, E. P. (2021). The role of gender on the associations among children’s attitudes, mathematics knowledge, digital game use, perceptions of affordances, and achievement. International Journal of Science and Mathematics Education, 19(7), 1463–1483. https://doi.org/10.1007/s10763-020-10111-8
Lubienski, S. T., Ganley, C. M., Makowski, M. B., Miller, E. K., & Timmer, J. D. (2021). “Bold problem solving”: A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12–61. https://doi.org/10.5951/jresematheduc-2020-0136
Lubienski, S. T., & Pinheiro, W. A. (2020). Gender and mathematics: What can other disciplines tell us? What is our role? Journal of Urban Mathematics Education, 13(1), 1–14. https://jume-ojs-tamu.tdl.org/JUME/issue/view/28
Marsh, H. W., Parker, P. D., Guo, J., Basarkod, G., & Niepel, C. (2021). Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology, 121(1), 168–183. https://doi.org/10.1037/pspp0000306
Mejía-Rodríguez, A. M., Luyten, H., & Meelissen, M. R. M. (2021). Gender differences in mathematics self-concept across the world: An exploration of student and parent data of TIMSS 2015. International Journal of Science and Mathematics Education, 19(6), 1229–1250. https://doi.org/10.1007/s10763-020-10100-x
Milovanović, I. (2020). Math anxiety, math achievement and math motivation in high school students: Gender effects. Croatian Journal of Education, 22(1), 175–206. https://doi.org/10.15516/cje.v22i1.3372
Mitchell, L., & George, L. (2021). Exploring mathematics anxiety among primary school students: Prevalence, mathematics performance and gender. International Electronic Journal of Mathematics Education, 17(3), Article em0692. https://doi.org/10.29333/iejme/12073
Moore, A. S. (2021). Queer identity and theory intersections in mathematics education: A theoretical literature review. Mathematics Education Research Journal, 33(4), 651–687. https://doi.org/10.1007/s13394-020-00354-7
Mozahem, N. A., Boulad, F. M., & Ghanem, C. M. (2021). Secondary school students and self-efficacy in mathematics: Gender and age differences. International Journal of School & Educational Psychology, 9(Suppl. 1), S142–S152. https://doi.org/10.1080/21683603.2020.1763877
Neto, V., & Ataide Pinheiro, W. (2021). The problematic issue of gender in mathematics textbooks: A comparative analysis between Brazil and the USA. Revista de Investigação e Divulgação em Educação Matemática, 5(1), 1–20. https://doi.org/10.34019/2594-4673.2021.v5.33216
Opstad, L. (2021). Factors explaining business student attitudes towards mathematics: Does gender still matter? European Journal of Science and Mathematics Education, 9(2), 13–25. https://doi.org/10.30935/scimath/10771
Ortega, L., Treviño, E., & Gelber, D. (2021). The inclusion of girls in Chilean mathematics classrooms: Gender bias in teacher–student interaction networks. Journal for the Study of Education and Development, 44(3), 623–674. https://doi.org/10.1080/02103702.2020.1773064
Owusu Sarfo, J., García-Santillán, A., Adusei, H., Molchanova, V. S., Drushlyak, M., Semenikhina, O., Soyiri Donyeh, P., Zand, S., Najafi, R., Enea, V., Malik, S., Ashraf, F., Iqbal Malik, N., Wilson Ansah, E., Wongcharee, H., Egara, F. O., Tipandjan, A., Cudjoe, J., Azam, U.,…Vally, Z. (2020). Gender differences in mathematics anxiety across cultures: A univariate analysis of variance among samples from twelve countries. European Journal of Contemporary Education, 9(4), 878–885. https://doi.org/10.13187/ejced.2020.4.878
Parise, M. M. (2021). Gender, sex, and heteronormativity in high school statistics textbooks. Mathematics Education Research Journal, 33(4), 757–785. https://doi.org/10.1007/s13394-021-00390-x
Perez Mejias, P., McAllister, D. E., Diaz, K. G., & Ravest, J. (2021). A longitudinal study of the gender gap in mathematics achievement: Evidence from Chile. Educational Studies in Mathematics 107(3), 583–605. https://doi.org/10.1007/s10649-021-10052-1
Piatek-Jimenez, K. L., & Braz Dias, A. L. (2021). Gender equity in mathematics? In D. A. Peralta & J. A. Pacheco (Eds.), Currículo e avaliação externa: Entre políticas internacionais e práticas nacionais (pp. 125–147). Edições Húmus.
Piatek-Jimenez, K., Nouhan, M., & Williams, M. (2020). College students’ images of mathematicians and mathematical careers. Journal of Humanistic Mathematics, 10(1), 66–100. https://doi.org/10.5642/jhummath.202001.06
Pina, V., Martella, D., Chacón-Moscoso, S., Saracostti, M., & Fenollar-Cortés, J. (2021). Gender-based performance in mathematical facts and calculations in two elementary school samples from Chile and Spain: An exploratory study. Frontiers in Psychology, 12, Article 703580. https://doi.org/10.3389/fpsyg.2021.703580
Pomeroy, D. (2021). For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity and imagined futures. British Journal of Sociology of Education, 42(3), 323–338. https://doi.org/10.1080/01425692.2021.1888280
Przybyla-Kuchek, J. (2021). The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom. Mathematics Education Research Journal, 33(4), 689–711. https://doi.org/10.1007/s13394-020-00364-5
Rahe, M., & Quaiser-Pohl, C. (2021). Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults? Mathematics Education Research Journal. Advance online publication. https://doi.org/10.1007/s13394-021-00387-6
Reinholz, D., Johnson, E., Andrews-Larson, C., Stone-Johnstone, A., Smith, J., Mullins, B., Fortune, N., Keene, K., & Shah, N. (2022). When active learning is inequitable: Women’s participation predicts gender inequities in mathematical performance. Journal for Research in Mathematics Education, 53(3), 204–226. https://doi.org/10.5951/jresematheduc-2020-0143
Rivers, M. L., Fitzsimmons, C. J., Fisk, S. R., Dunlosky, J. & Thompson, C. A. (2021). Gender differences in confidence during number-line estimation. Metacognition and Learning, 16(1), 157–178. https://doi.org/10.1007/s11409-020-09243-7
Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10, Article 3050. https://doi.org/10.3389/fpsyg.2019.03050
Rubach, C., Lee, G., Starr, C. R., Gao, Y., Safavian, N., Dicke, A.-L., Simpkins, S. D. (2022). 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? International Journal of Gender, Science and Technology, 14(2), 55–126. https://genderandset.open.ac.uk/index.php/genderandset/issue/view/41
Rubel, L. H., Ayalon, M., & Shahbari, J. A. (2022) Sequencing and selecting solutions in a gendered world. Mathematical Thinking and Learning. Advance online publication. https://doi.org/10.1080/10986065.2022.2062641
Rubel, L. H., & Ehrenfeld, N. (2020). Palestinian/Arab Israeli women’s experiences in mathematics education: An intersectional analysis. International Journal of Educational Research, 102, Article 101616. https://doi.org/10.1016/j.ijer.2020.101616
Rubel, L. H., Herbel-Eisenman, B., Peralta, L. M., Lim, V., Jiang, S., & Kahn, J. (2022). Intersectional feminism to reenvision mathematical literacies and precarity. Research in Mathematics Education. Advance online publication. https://doi.org/10.1080/14794802.2022.2089908
Singh, V., Thakral, S., Singh, K., & Garg, R. (2022). Examining cognitive sex differences in elite math intensive education: Preliminary evidence from a gender inequitable country. Trends in Neuroscience and Education, 26, Article 100172. https://doi.org/10.1016/j.tine.2022.100172
Starr, C. R., Gao, Y., Lee, G., Safavian, N., Rubach, C., Dicke, A.-L., Eccles, J. S., & Simpkins, S. D. (2022). Parents’ math gender stereotypes and their correlates: An examination of the similarities and differences over the past 25 years. Sex Roles, 87(11–12), 603–619. https://doi.org/10.1007/s11199-022-01337-7
Sumpter, L. (2022). “The question is not why I don’t work in a maths department; the question is why should I?” Women mathematicians’ experiences of power relations and gender symbols during their PhD. Education Inquiry. Advance online publication. https://doi.org/10.1080/20004508.2022.2047445
Sumpter, L., & Sumpter, D. J. T. (2021). Modelling gender differences in participation in PhD studies in mathematics. SN Social Sciences, 1(4), 1–13. https://doi.org/10.1007/s43545-021-00098-6
Szczygieł, M. (2020). Gender, general anxiety, math anxiety and math achievement in early school-age children. Issues in Educational Research, 30(3), 1126–1142. http://www.iier.org.au/iier30/2020conts.html
Szczygieł, M. (2020). When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year. Social Psychology of Education, 23(4), 1023–1054. https://doi.org/10.1007/s11218-020-09570-2
Timmermans, A. C., & Rubie-Davies, C. M. (2022). Gender and minority background as moderators of teacher expectation effects on self‑concept, subjective task values, and academic performance. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-022-00650-9
Toh, L., & Watt, H. M. G. (2022). How does starting a family affect pathways for women and men who aspired to mathematics-related careers in secondary school? International Journal of Gender, Science and Technology, 14(2), 127–148. https://genderandset.open.ac.uk/index.php/genderandset/issue/view/41
Toh, L., & Watt, H. M. G. (2023). How do occupational goals influence adult women’s and men’s decisions to opt out of aspired mathematics-related careers during adolescence? The Australian Educational Researcher. Advance online publication. https://doi.org/10.1007/s13384-022-00606-4
Vuletich, H. A., Kurtz-Costes, B., Cooley, E., & Payne, K. (2020). Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs. PLoS ONE, 15(9), e0238230. https://doi.org/10.1371/journal.pone.0238230
Waid, B. E. (2020). Supporting LGBTQ+ students in K–12 mathematics. Mathematics Teacher: Learning & Teaching PK–12, 113(11), 874–886. https://doi.org/10.5951/mtlt.2019.0403
Waid, B. E., & Turner, K. H. (2021). Inqu[ee]ry across the curriculum. English Journal, 113(2), 82–88. https://library.ncte.org/journals/ej/issues/v110-3
Waid, B. E. (2023). What does 2SLGBTQIA+ identity and other non-normative identities have to do with mathematics teaching and learning? Teaching for Excellence and Equity in Mathematics, 14(1), 38–51.
Wiest, L. R. (2021). Prying open the closet door: A call for research on sexual identity and mathematics education. Mathematics Education Research Journal, 33(4), 641–650. https://doi.org/10.1007/s13394-021-00397-4
Wolff, F. (2021). How classmates’ gender stereotypes affect students’ math self-concepts: A multilevel analysis. Frontiers in Psychology, 12, Article 599199. https://doi.org/10.3389/fpsyg.2021.599199
Yeh, C., & Rubel, L. (2020). Queering mathematics: Disrupting binary oppositions in mathematics pre-service teacher education. In N Radakovic & L. Jao (Eds.), Borders in mathematics pre-service teacher education (pp. 227–243). Springer. https://doi.org/10.1007/978-3-030-44292-7_11
Zander, L, Höhne, E., Harms, S., Pfost, M., & Hornsey, M. J. (2020). When grades are high but self-efficacy is low: Unpacking the confidence gap between girls and boys in mathematics. Frontiers in Psychology, 11, Article 552355. https://doi.org/10.3389/fpsyg.2020.552355
Abu-Hilal, M. M., Abdelfattah, F. A., Shumrani, S. A., Dodeen, H., Abduljabber, A. S., & Marsh, H. W. (2014). Mathematics and science achievements predicted by self-concept and subject value among 8th grade Saudi students: Invariance across gender. International Perspectives in Psychology: Research, Practice, Consultation, 3(4), 268–283. https://doi.org/10.1037/ipp0000022
Al-Bursan, I. S., Kirkegaard, E. O., Fuerst, J., Bakhiet, S. F. A., Al Qudah, M. F., Hassan, E. M. A. H., & Abduljabbar, A. S. (2018). Sex differences in 32,347 Jordanian 4th graders on the national exam of mathematics. Journal of Individual Differences, 40(2), 71–81. https://doi.org/10.1027/1614-0001/a000278
Asante, K. O. (2010). Sex differences in mathematics performance among senior high students in Ghana. Gender & Behaviour, 8(2), 3279–3289. https://doi.org/10.4314/gab.v8i2.61947
Aydın, U. (2018). Conceptual and procedural angle knowledge: Do gender and grade level make a difference? International Journal for Mathematics Teaching and Learning, 19(1), 22–46. https://www.cimt.org.uk/ijmtl/index.php/IJMTL/issue/view/8
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