Abstract:

The aim of this study is to analyze the impact of stereotypes and self-perception on the mathematical performance of Mexican students in the last year of upper secondary education, through data analysis using descriptive statistics with Logit regression models. The sample was obtained from the results of the National Assessment of Learning Achievement (PLANEA) test administered to 108,083 students from public and private schools across the country who were in the final year of high school education during the 2017-2018 school year. The independent variables considered include: gender, age, state, level of effort, anxiety, type of school, degree of marginalization of the locality where the school is located, cohabitation with relatives, parents' highest level of education, and learning support. The results indicate that women perceive themselves as not being good at mathematics compared to men. Women feel that with support, they can perform better in mathematics. They do not feel as capable as men, but with assistance, they can achieve better results in mathematics. Women choose not to pursue STEM careers because they believe they cannot meet the level of demand. Women experience higher levels of anxiety than men, resulting in poorer performance in mathematics. Men seek fields of knowledge where they can obtain higher economic incomes and therefore choose STEM careers, which offer higher incomes. Overall, rural areas have very low results; both public and private schools' results can improve. As most of the sample consists of public schools, the best and worst results are found therein.

Keywords:

Self-perception, Gender stereotypes, academic achievement in mathematics, statistical models, upper secondary education.