Gender Disparities in High School Mathematics Achievement: Factors and Interventions

Gender disparities in mathematics achievement persist in high school settings, influenced by many factors, including sociocultural norms, teaching methodologies, and student self-efficacy. This paper is based on the literature review investigating the underlying factors contributing to these disparities and evaluating effective interventions that can bridge the achievement gap between genders. The study was grounded in social cognitive, social cognitive career theory and gender role socialisation theories. Content analysis was utilised to analyse data collected from various literature on gender disparities. Findings indicated that while girls often exhibit higher self-efficacy in mathematics, systemic biases and stereotype threats significantly hinder their performance. The findings of this study further indicate that a combination of individual, familial, and educational factors significantly influences gender disparities in high school mathematics achievement. Math anxiety, self-efficacy and the quality of teacher-student interactions emerged as key determinants of these disparities. Furthermore, the study identified targeted interventions, such as fostering a growth mindset and enhancing parental involvement, as effective strategies for reducing the gender gap in mathematics achievement. The study recommended implementing comprehensive educational policies and programmes that address the cognitive, emotional, and social dimensions of mathematics learning. It highlights underexplored constructs, such as stereotype threat and gender-specific affective experiences, broadening the scope of academic investigation. The study offers a systematic methodology for literature reviews while also examining context-sensitive interventions through content analysis for pattern recognition. Moreover, it also informs educational policy and practice, laying a foundation for future empirical research and promoting equitable mathematics achievement across diverse educational contexts. Keywords: Mathematics achievement, Gender disparities, Interventions