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Cited by 1,337Education, Achievement, and GiftednessGender and Technology in EducationSchool Choice and Performance

Gender differences in scholastic achievement: A meta-analysis.

Voyer, Daniel, Voyer, Susan D.·2014·Psychological Bulletin
DOI 10.1037/a0036620
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Abstract

A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests. However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining studies that included an evaluation of gender differences in teacher-assigned school marks in elementary, junior/middle, or high school or at the university level (both undergraduate and graduate). The final analysis was based on 502 effect sizes drawn from 369 samples. A multilevel approach to meta-analysis was used to handle the presence of nonindependent effect sizes in the overall sample. This method was complemented with an examination of results in separate subject matters with a mixed-effects meta-analytic model. A small but significant female advantage (mean d = 0.225, 95% CI [0.201, 0.249]) was demonstrated for the overall sample of effect sizes. Noteworthy findings were that the female advantage was largest for language courses (mean d = 0.374, 95% CI [0.316, 0.432]) and smallest for math courses (mean d = 0.069, 95% CI [0.014, 0.124]). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent "boy crisis" in school achievement. The present meta-analysis demonstrated the presence of a stable female advantage in school marks while also identifying critical moderators. Implications for future educational and psychological research are discussed.

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Crossref · 10.1037/a0036620

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  • Voyer and Voyer (2014) investigated school grades in mathematics and found a female advantage, as is typically the case for school grades (SMD = 0.15).

    “Voyer and Voyer (2014) investigated school grades in mathematics and found a female advantage, as is typically the case for school grades (SMD = 0.15).”

    From A Systematic Review and New Analyses of the Gender-Equality Paradox (2025) · cites this paper as Voyer & Voyer, 2014

  • Studies that used data on older adults (55+) found a rather coherent pattern of sex differences being smaller in countries with higher living conditions.

    “Note that studies that used data on older adults (55+; Dickerson et al., 2015; Voyer & Voyer, 2014; Weber et al., 2014) found a rather coherent pattern of sex differences being smaller in countries with higher living conditions.”

    From A Systematic Review and New Analyses of the Gender-Equality Paradox (2025) · cites this paper as Voyer & Voyer, 2014

  • Neither the single study in the Science category nor the single study that assessed School performance showed any association between sex differences and living conditions.

    “Neither the single study in the Science category (Stoet & Geary, 2018) nor the single study that assessed School performance (Voyer & Voyer, 2014) showed any association between sex differences and living conditions.”

    From A Systematic Review and New Analyses of the Gender-Equality Paradox (2025) · cites this paper as Voyer & Voyer, 2014

  • The new analyses, based on a single study that investigated school grades in mathematics, indicated that sex differences are smaller in countries with higher living conditions (Voyer & Voyer, 2014).

    “The new analyses, based on a single study that investigated school grades in mathematics, indicated that sex differences are smaller in countries with higher living conditions (Voyer & Voyer, 2014).”

    From A Systematic Review and New Analyses of the Gender-Equality Paradox (2025) · cites this paper as Voyer & Voyer, 2014

  • The pattern indicating larger sex differences in countries with higher living conditions is strengthened by the same pattern found in the new analyses (Voyer & Voyer, 2014).

    “The pattern indicating larger sex differences in countries with higher living conditions is strengthened by the same pattern found in the new analyses (Voyer & Voyer, 2014).”

    From A Systematic Review and New Analyses of the Gender-Equality Paradox (2025) · cites this paper as Voyer & Voyer, 2014

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Authors
Voyer, D., & Voyer, S. D.
Affiliations
University of New Brunswick (CA)
ORCID
Voyer, Daniel
Venue
Psychological Bulletin
Publisher
American Psychological Association (APA)
Published
2014
Volume
140
Issue
4
Pages
1174-1204
ISSN
  • 0033-2909 (ISSN-L)
  • 1939-1455
DOI
10.1037/a0036620
OpenAlex
W2164365795
Cited by
1,337
References
6
Citations by year
2026: 107 · 2025: 137 · 2024: 124 · 2023: 128 · 2022: 133 · 2021: 134 · 2020: 172 · 2019: 124 · 2018: 82 · 2017: 85 · 2016: 60 · 2015: 37 · 2014: 12 · 2013: 1
FWCI
89.98
Type
journal article
Language
en
Open access
closed
Locations
  • Psychological Bulletin (publishedVersion)
  • PubMed (publishedVersion)
Funders
Natural Sciences and Engineering Research Council of Canada
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Gender Studies › Gender and Technology in Education
  • Social Sciences › Education › School Choice and Performance
Keywords
gender differences in academic achievement, language courses, mathematics achievement, subject differences, moderators of effect size
MeSH terms
Achievement, Female, Gender Identity, Humans, Male, Sex Factors, Students

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