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Gender equality and gender gaps in mathematics performance
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dc.contributor.author | Brown, Gillian R. | |
dc.contributor.author | Alexandersen, Kim | |
dc.date.accessioned | 2021-06-17T23:38:13Z | |
dc.date.available | 2021-06-17T23:38:13Z | |
dc.date.issued | 2020-08-01 | |
dc.identifier | 268355592 | |
dc.identifier | 992a0ae7-a8fa-4390-bdfa-6c41f7fe9bf5 | |
dc.identifier | 000558751800005 | |
dc.identifier | 85086646622 | |
dc.identifier.citation | Brown , 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.2020.06.002 | en |
dc.identifier.issn | 1364-6613 | |
dc.identifier.other | ORCID: /0000-0002-0675-0780/work/76386783 | |
dc.identifier.uri | https://hdl.handle.net/10023/23385 | |
dc.description.abstract | In 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.format.extent | 160052 | |
dc.language.iso | eng | |
dc.relation.ispartof | Trends in Cognitive Sciences | en |
dc.subject | Gender egalitarian | en |
dc.subject | Sex difference | en |
dc.subject | Mathematics | en |
dc.subject | Reading | en |
dc.subject | Science | en |
dc.subject | BF Psychology | en |
dc.subject | SDG 5 - Gender Equality | en |
dc.subject.lcc | BF | en |
dc.title | Gender equality and gender gaps in mathematics performance | en |
dc.type | Journal item | en |
dc.contributor.institution | University of St Andrews. Centre for Research into Equality, Diversity & Inclusion | en |
dc.contributor.institution | University of St Andrews. Institute of Behavioural and Neural Sciences | en |
dc.contributor.institution | University of St Andrews. Centre for Social Learning & Cognitive Evolution | en |
dc.contributor.institution | University of St Andrews. School of Psychology and Neuroscience | en |
dc.identifier.doi | https://doi.org/10.1016/j.tics.2020.06.002 | |
dc.description.status | Non peer reviewed | en |
dc.date.embargoedUntil | 2021-06-18 |
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