Typical recitation-type discussions are dominated by males, which may explain why they perform better. The study observed types of participation in discussion. Females do not participate as much because they feel intimidated, especially during activities such as small group work. To change this, gender bias should be recognized in discussion, and teachers should include everyone in discussion by calling on both male and female students. Gender and racial differences in mathematical performance.
Gender differences are present in mathematics mostly in higher grades.
One variable is that women shy away from taking math classes in high school, and therefore exclude themselves from certain fields in college. Another variable is the difference in achievement-related beliefs. Female students were found less confidant to do math. A women s math achievement is tied closely to both her self-confidence and esteem, meaning lack of math skills. The effects of gender, expectations of success and social comparison on children s performance.