What are the contributing factors to the persistent gender gap in mathematics

achievement at the higher education level?

Bench, S.W., Lench, H.C., Liew, J., Miner, K. and Flores, S.A. (2015). Gender Gaps in
Overestimation of Math Performance. Sex Roles, 72(11-12), pp.536–546.
doi:https://doi.org/10.1007/s11199-015-0486-9.

This is a journal of research. The researchers investigated the difference in test scores of
female and male stem students while also recording the estimated test scores of both
genders. It was discovered that the male students overestimated their performance more
than the female, assuming they had performed better than they actually had. Men
overestimating their performance resulted in a higher intent to pursue maths fields. The
study suggests that the gender gap doesn't necessarily come from men overestimating their
abilities and more from women underestimating their abilities.

Hyde, J.S. and Mertz, J.E. (2009). Gender, culture, and mathematics performance.
Proceedings of the National Academy of Sciences, [online] 106(22), pp.8801–8807.
doi:https://doi.org/10.1073/pnas.0901265106.

This is a research article. Researchers found through studies that the gender gap is not
necessarily caused by biological factors, but through sociocultural influences. It is seen
through different cultures and ethnicities that there is a wide variation of test results
between males and females. A study from John Hopkins University showed results
dominated by male success at a ratio of 13:1 M:F, these students happened to be of Eastern
European and Asian descent.

Penner, A.M. and Willer, R. (2019). Men’s Overpersistence and the Gender Gap in
Science and Mathematics. Socius: Sociological Research for a Dynamic World, 5,
p.237802311882183. doi:https://doi.org/10.1177/2378023118821836.

This is a research article. This article argues that men and women worry differently about
their perceived competence in areas such as maths, rather than worrying about their true
competence. For example, if someone’s peers believe that they have the skills to succeed in
an area such as maths they are more likely to persist regardless of their actual competence.
Likewise if someone is perceived to not have the skills to succeed they are more likely to
give up. A study shows that female students are more sensitive to feedback than men, this
loss of confidence can have a knock on effect on academic performance. On the other hand,
men tend to be more resilient when it comes to criticism.