The Infl uence of Gender on Students’ Self-Regulated Learning and Performance

A greater number of women are participating in advanced education and obtaining Bachelor’s degrees than ever before. In the United States, the majority of Bachelor’s degrees are awarded to women (National Science Foundation, 2007). However, women remain underrepresented in the science and math fi elds at the undergraduate and graduate levels and in the workplace (Ceci, Williams, & Barnett, 2009; Hill, Corbett, Rose, 2010). This gender gap has persisted despite increasing evidence showing that females are as capable as males in these fi elds (Hyde, Lindberg, Linn, Ellis, & Williams, 2008). Therefore, this chapter examines factors that differentially impinge on males and females in the academic domain affecting learning and performance, particularly in the domains of math and science.