Peers, parents, and self-perceptions: the gender gap in mathematics self-assessment

It is well established that boys perceive themselves to be better in mathematics than girls, even when their ability is the same. We examine the drivers of the gender gap in self-assessed mathematics ability using a longitudinal study of twins. Using measures of individual self-assessment in mathematics from childhood, along with mathematics levels and test scores, cognitive skills, parent and teacher mathematics assessments, and characteristics of their families and siblings, we examine potential channels of the gender gap. Our results confirm that objective mathematics abilities only explain a small share of the gender gap in self-assessed mathematics abilities, and the gap is even larger within boy-girl twin pairs. We find that the self-assessment of boys is positively correlated with the self-assessment of their male co-twins, not just in mathematics, but also in other abilities. However, this positive correlation is not observed between girls and their male co-twins; if anything, it is negative. This indicates that boys and girls have different reactions to highly confident male peers. We also find that parents are more likely to overestimate boys' and underestimate girls' mathematics abilities. Gender-biased parental assessments explain a large part of the gender gap in mathematics self-assessment, highlighting the potential of the intergenerational transmission of gender stereotypes. Supplementary Information: The online version contains supplementary material available at 10.1007/s00148-025-01087-2.