Abstract
Cross-cultural studies can shed new light on theories of gender differences in cognition. In the present study, Chinese students were given items from the math subtest of the Scholastic Aptitude Test (SAT) that have been found to produce the largest gender differences in American students. The authors describe how four different explanations of gender differences make different predictions regarding the possible size of the gender difference in Chinese students. Consistent with the Differential Coursework view but contrary to the predictions of several other views, the results revealed no difference in performance on the SAT items between Chinese males and females.
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Byrnes, J.P., Hong, L. & Xing, S. Gender Differences on the Math Subtest of the Scholastic Aptitude Test may be Culture-Specific. Educational Studies in Mathematics 34, 49–66 (1997). https://doi.org/10.1023/A:1003011300372
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DOI: https://doi.org/10.1023/A:1003011300372