Sex Differences in the Development of Verbal and Mathematics Constructs: The High School and Beyond Study

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Abstract
Sex differences in the development of verbal and mathematics constructs (achievement, attitudes, and course selection) were examined with the High School and Beyond (HS&B) data. Longitudinal path models were tested using both multiple regression and structural equation modeling. Sex differences were typically small and determinants of the verbal and mathematics constructs were similar for boys and for girls. Because the HS&B data were recently collected and nationally representative, these findings suggest that stereotyped sex differences favoring boys in mathematics and girls in verbal areas are diminishing. The results also added to a growing body of research demonstrating the content specificity of academic affects. As predicted by Marsh’s internal/external frame of reference model, mathematics and verbal attitudes were nearly uncorrected, better mathematics skills were associated with poorer verbal attitudes, and better verbal skills were associated with poorer mathematics attitudes.