Is it gender or is it context? East–west differences in math identification among female and non-binary students in Germany

• Autores: Sophie I. E. Hölscher
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 41, Nº 1, 2026
• Idioma: inglés
• DOI: 10.1007/s10212-025-01052-3
• Enlaces
  • Texto completo
• Resumen

  • Previous studies have consistently revealed lower math performance in women compared to men, which can be attributed to different gender-specific stereotypes regarding math abilities. Additionally, within Germany, women socialized in West Germany show poorer results in math performance than those socialized in East Germany. This study examined the math identification and math performance of female (98%) and non-binary (2%) university students in Germany (N = 183, Mage = 23.64, SDage = 3.58, 50.82% East German), focusing on east–west differences 30 years after the German reunification. Using Structural Equation Modeling on data from an online questionnaire, the study found that female and non-binary-identifying individuals from West Germany had significantly lower math identification than those from East Germany. Additionally, lower identification was linked to poorer math performance. These findings highlight the enduring impact of gendered socialization and stereotypes rooted in the differing cultural contexts of the former FRG and GDR, which continue to shape the educational and professional trajectories of female and non-binary-identifying individuals even 30 years after the German reunification. The results underscore the pressing need to challenge negative stereotypes and foster math empowerment among female and non-binary-identifying individuals, especially in West Germany, to address persistent gender inequalities in mathematical domains.

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