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Individual Differences and Attitudes Toward Rape: A Meta-Analytic Review

Title: Individual Differences and Attitudes Toward Rape: A Meta-Analytic Review

Link: http://psp.sagepub.com/content/23/3/295.short

Summary: (abstract)

An overview discusses (a) the importance of rape attitudes, (b) the major rape attitude measures, and (c) the applicability of four theoretical frameworks of hostility toward women to rape attitude maintenance. Findings from 72 studies of rape attitudes and individual differences were quantitatively synthesized. The meta-analysis revealed more rape acceptance for men, older people, and people from lower socioeconomic status backgrounds. For men, cognitive predispositions toward perpetrating rape were strong predictors of rape acceptance. For women, experience as and exposure to rape victims were associated with slightly less rape acceptance. Consistent with some theoretical predictions, traditional gender role beliefs, adversarial sexual beliefs, needs for power and dominance, aggressiveness and anger, and conservative political beliefs predicted rape acceptance. Implications for rape education programs and research are discussed.

Cross-national patterns of gender differences in mathematics: A meta-analysis.

Title: Cross-national patterns of gender differences in mathematics: A meta-analysis

Link: http://psycnet.apa.org/?&fa=main.doiLanding&doi=10.1037/a0018053

Summary: (abstract)

A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14–16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small (d < 0.15); however, national effect sizes showed considerable variability (ds = −0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = −0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women’s share of research jobs, and women’s parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls’ and women’s agency cross-nationally. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

New trends in gender and mathematics performance: A meta-analysis.

Title: New trends in gender and mathematics performance: A meta-analysis

Link: http://psycnet.apa.org/?&fa=main.doiLanding&doi=10.1037/a0021276

Summary:

In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between –0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics. (PsycINFO Database Record (c) 2012 APA, all rights reserved)