This study investigated gender and socioeconomic status differences in mathematics achievement of 1021 Xhosa children (369 boys and 652 girls) whose ages ranged from 13 to 17 yr. (M age, 15.6 yr.). They were chosen at random from the Standard 7 population of Transkei, South Africa. Their marks on the Standard 7 External Examination in mathematics was the criterion measure. A two-way analysis of variance indicated that mathematical achievement of girls was significantly higher than that of boys of low socioeconomic status whereas at middle and high socioeconomic status mathematics achievement of boys was significantly higher than that of the girls.
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