Gender differences in mathematics test performance have been documented extensively, providing a fairly clear picture of the circumstances under which differences are found. Notably fewer insights have been offered as to how these differences arise, why performance differences are found on tests but not in classroom grades, or what might be done to change current patterns. Using Halpern's (1997) psychobiosocial model of cognitive development as the point of departure, this article seeks to trace how differences in socialization patterns may contribute to cognitive processing differences, which, in turn, may lead to performance differences on tests.
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