Gender differences in economics - fact or artefact?

Gender differences in school achievement continue to be a topic of debate and research. The purpose of this study was to contribute to the debate by discussing the results of study of 246 economics students at the secondary-school level in Central Queensland, Australia. Achievement data were collected using the U. S. developed Test of Economic Literacy which had been validated by Australian teachers. Student background information was obtained by questionnaire. Data were analyzed to investigate gender differences in three respects: item bias, total performance, and student background factors influencing achievement. Results showed few gender differences in any of these points. Hence, the findings challenge the widely held view that gender differences exist in economics achievement and provide support for the notion that gender differences in economics achievement are currently artefact rather than fact. Implications for students, teachers and future research are discussed.