Sex Differences in Science and Mathematics for More Able Pupils

Abstract

In this work 244 more able first year boys and girls in mixed comprehensive schools were tested with a variety of science and mathematics knowledge and attitude tests. It was shown that significant sex difference effects only emerged on those tests not used in schools. This supports the general school view that no sex difference effects are apparent until option choices are made in the third year. Suggestions for possible solutions to the problems of girls opting out of the physical sciences are given.