Chapter 10: Gender Differences in Mathematics Achievement: Evidence from Regional and International Student Assessments

Large-scale student assessments have long been considered a valid research tool for the purpose of cross-national comparisons (Robitaille & Travers, 1992). This chapter uses latest data from several regional and international student assessments to evaluate the current status of gender differences in mathematics achievement as well as change over time in gender differences. Mathematics achievement is defined as competence in mathematics tested through standardized paper-and-pencil instruments. In education, a student assessment is a procedure designed to obtain information about cognitive and affective outcomes of a group of learners for a variety of evaluative purposes, one of which is to examine the equality issues (e.g., gender differences) in learning outcomes. All existing regional and international student assessments contain measures on learning outcomes that can be separated by gender. Therefore, it is appropriate to use regional and international student assessments to evaluate gender differences in learning outcomes. Given that regional and international student assessments usually draw nationally representative samples for data analysis, they provide excellent opportunities to investigate gender differences in learning outcomes at the national level, which then allows regional and international comparisons of gender differences in learning outcomes within a particular assessment.