These studies, all published in English between 1990 and 2007, looked at people from grade school to college and beyond. A second portion of the new study examined the results of several large, long-term scientific studies, including the National Assessment of Educational Progress.
In both cases, Hyde says, the difference between the two sexes was so close as to be meaningless.
But despite these findings, we still may be a ways away from the day when I can quit doing back of the napkin demonstrations about gender and math ability:
The idea that both genders have equal math abilities is widely accepted among social scientists, Hyde adds, but word has been slow to reach teachers and parents, who can play a negative role by guiding girls away from math-heavy sciences and engineering. “One reason I am still spending time on this is because parents and teachers continue to hold stereotypes that boys are better in math, and that can have a tremendous impact on individual girls who are told to stay away from engineering or the physical sciences because ‘Girls can’t do the math.’”