Girls Can and Should Do Mathematics, But Most USA Ones Don’t Due to Socio-cultural Factors Janet E. Mertz McArdle Laboratory for Cancer Research University of Wisconsin School of Medicine and Public Health Madison, Wisconsin 53706-1599 Tel: 608-262-2383 Email:
[email protected] Corresponding Author: McArdle Laboratory for Cancer Research, 1400 University Avenue, Madison, WI 53706-1599. 1 1. INTRODUCTION. At a conference held in Cambridge, Massachusetts in January, 2005, Dr. Lawrence Summers, then President of Harvard University, hypothesized that a major reason for the paucity of women mathematicians among the tenured faculty of elite universities in the USA might be sex-based differences in “intrinsic aptitude” for mathematics, especially at the very high end of the distribution (39). This commonly held belief is largely based upon data from standardized tests such as the Quantitative Section of the Scholastic Aptitude Test (SAT) I. However, these standardized tests are fairly low-level. They examine proficiency in grade-level knowledge with multiple-choice questions under stringently timed conditions. Thus, they cannot distinguish the 99.99 percentile from the merely 99 percentile. To circumvent the grade-level problem, The Study of Mathematically Precocious Youth (SMPY) defined children as highly gifted in mathematics if they could achieve a score of at least 700 (on a 200 to 800 scale) on the quantitative section of the SAT I before the age of 13. Prior to 2005, this exam, normally taken by 11th and 12th graders, covered only arithmetic, Algebra I, and some topics from 10th-grade Geometry. Using these criteria, Benbow and Stanley reported in 1980 large gender differences in “mathematical reasoning ability” (6).