Towards Equity in Mathematics Education pp 31-37 | Cite as

# Preface to “Equity in Mathematics Education: Unions and Intersections of Feminist and Social Justice Literature”

## Abstract

In recent years, research examining results from tests of mathematics performance has generally documented small or reduced gaps between male and female students (e.g., Else-Quest et al. 2010; Hyde et al. 2008; McGraw et al. 2006). However, this is not always the case. For example, research exploring the gender gap among high-achieving high school students, using data from the American Mathematics Competitions, has indicated that the gender gap widens dramatically at very high percentiles and that the highest-achieving girls are concentrated in a very small set of elite schools (Ellison and Swanson 2010). A study by Fryer and Levitt (2010) documented the emergence of a substantial mathematics gender gap in the early years of schooling in the United States, documenting that girls lose more than two-tenths of a standard deviation relative to boys over the first six years of school, across every strata of society.

## Keywords

Mathematics Education Mathematics Classroom Gender Equity Mathematics Education Research Mathematics Anxiety## References

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