The Science of Sex Differences in Science and Mathematics.
The Science of Sex Differences in Science and Mathematics.
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DOI：
10.1111/j.1529-1006.2007.00032.x
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发表时间：
2007-08-01
影响因子：
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通讯作者：
Gernsbacher, Morton Ann
中科院分区：
文献类型：
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作者：
Halpern, Diane F;Benbow, Camilla P;Gernsbacher, Morton Ann
在公众对科学和数学职业性别差异原因的持续猜测中，我们提出了一个基于最佳科学证据的共识声明。在科学和数学成绩和能力方面，中等能力分布的性别差异要比成绩和能力最高的性别差异小。男性在大多数定量和视觉空间能力的测量上都更易变，这必然导致更多的男性在高能力和低能力的极端;男性往往更易变的原因仍然难以捉摸。数学和科学领域的成功职业需要多种类型的认知能力。女性往往擅长语言能力，当评估包括写作样本时，女性和男性之间存在很大差异。在科学和数学方面取得高水平的成就需要有效沟通和理解抽象概念的能力，因此女性在写作方面的优势应该在所有学术领域都有帮助。男性在视觉空间能力的大多数指标上都优于女性，这被认为是导致数学和科学标准化考试中性别差异的原因。对数学和科学中性别差异的进化论解释支持这样的结论：尽管数学和科学表现中的性别差异没有直接进化，但它们可能与兴趣和特定大脑和认知系统的差异间接相关。我们回顾了科学和数学中性别差异的大脑基础，描述了一致的影响，并确定了许多可能的相关性。经验会改变大脑的结构和功能，因此，关于大脑差异与数学和科学成就的因果关系的陈述是循环的。一个广泛的社会文化力量有助于性别差异的数学和科学的成就和能力，包括家庭，邻里，同龄人和学校的影响;培训和经验;和文化习俗的影响。我们的结论是，早期的经验，生物因素，教育政策和文化背景影响的数量的妇女和男子谁追求先进的研究科学和数学，这些影响添加和相互作用的复杂方式。对于科学和数学中的性别差异这一复杂问题，没有单一或简单的答案。
Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability-including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.