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dc.contributor.authorBrown, Gillian R.
dc.contributor.authorAlexandersen, Kim
dc.date.accessioned2021-06-17T23:38:13Z
dc.date.available2021-06-17T23:38:13Z
dc.date.issued2020-08-01
dc.identifier.citationBrown , G R & Alexandersen , K 2020 , ' Gender equality and gender gaps in mathematics performance ' , Trends in Cognitive Sciences , vol. 24 , no. 8 , pp. 591-593 . https://doi.org/10.1016/j.tics.2020.06.002en
dc.identifier.issn1364-6613
dc.identifier.otherPURE: 268355592
dc.identifier.otherPURE UUID: 992a0ae7-a8fa-4390-bdfa-6c41f7fe9bf5
dc.identifier.otherORCID: /0000-0002-0675-0780/work/76386783
dc.identifier.otherWOS: 000558751800005
dc.identifier.otherScopus: 85086646622
dc.identifier.urihttp://hdl.handle.net/10023/23385
dc.description.abstractIn a recent analysis of mathematics performance (Eriksson et al. 2020), national gender egalitarian values were positively associated with an increase in the average mathematics scores of high-school boys relative to girls. This study highlights that progressive gender egalitarian values at a national level might not translate into equality of opportunity at an individual level.
dc.language.isoeng
dc.relation.ispartofTrends in Cognitive Sciencesen
dc.rightsCopyright © 2020 Elsevier Ltd. All rights reserved. This work has been made available online in accordance with publisher policies or with permission. Permission for further reuse of this content should be sought from the publisher or the rights holder. This is the author created accepted manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1016/j.tics.2020.06.002en
dc.subjectGender egalitarianen
dc.subjectSex differenceen
dc.subjectMathematicsen
dc.subjectReadingen
dc.subjectScienceen
dc.subjectBF Psychologyen
dc.subject.lccBFen
dc.titleGender equality and gender gaps in mathematics performanceen
dc.typeJournal itemen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.Centre for Research into Equality, Diversity & Inclusionen
dc.contributor.institutionUniversity of St Andrews.Institute of Behavioural and Neural Sciencesen
dc.contributor.institutionUniversity of St Andrews.Centre for Social Learning & Cognitive Evolutionen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1016/j.tics.2020.06.002
dc.description.statusNon peer revieweden
dc.date.embargoedUntil2021-06-18


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