ABILITY, ACADEMIC ACHIEVEMENT, AND ASPIRATION OF MATHEMATICALLY GIFTED MALES AND FEMALES (SAT-VERBAL, SCIENCE COURSES, PROGRAM, MATHEMATICS STUDENTS

The purpose of this study was to ascertain differences in ability, academic achievement, and aspiration of mathematically gifted males and females and to analyze factors that contribute to high levels of performance among these individuals.;The 67 subjects in this study (60% males, 40% females) were identified as mathematically gifted in their sixth grade at age 10 or 11. At that time the males and females differed in neither IQ nor mathematics achievement measured by standardized tests. They participated in a county-wide program in 7th and 8th grade, a program designed to accelerate their mathematics curriculum and place them in contact with peers of equivalent ability. At the end of their senior year in high school, a follow-up was conducted with these students to determine their progress in mathematics and science.;No significant differences between the sexes were found in grade-point averages for advanced mathematics and science courses or in scores on the standardized tests: PSAT-M, PSAT-V, SAT-V, and the Achievement Test in Mathematics level 2. Females as well as males selected math-related college majors and careers in astonishing numbers: males (92%), and females (84%). The subjects maintained high levels of academic achievement in mathematics and science. The majority of males and females completed seven advanced courses in mathematics and science (beyond Algebra II/Geometry, and Biology) and maintained a mean grade-point average of 3.71. Significant differences in the number of advanced courses were found in favor of males. The difference in the means (M(,m) = 8.73 and M(,f) = 7.15) indicates a higher degree of accleration for the males rather than a failure for the females to pursue advanced elective courses in mathematics and science.;The female population exhibited a significantly higher correlation between the SAT-Math and the number of courses in mathematics and science than the males (r(,f) = 0.67 and r(,m) = 0.25). When the variable of course-taking was controlled, significant differences between the mean scores on the SAT-Math (M(,m) = 744 and M(,f) = 711) did not occur.;Influences emerging as positive factors in high achievement were: early identification of mathematical ability, placement with peers of similar intellectual talent, opportunities to accelerate learning, knowledgeable and supportive teachers, and parental encouragement.