Evidence from the nationally representative Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (hereafter, ECLS-K:1999) indicated that U.S. boys and girls began kindergarten with similar math proficiency, but disparities in achievement and confidence developed by Grade 3 (Fryer & Levitt, 2010; Ganley & Lubienski, 2016; Husain & Millimet, 2009; Penner & Paret, 2008; Robinson & Lubienski, 2011). [...]
A recent analysis of ECLS-K:1999 data revealed that, in addition to being the largest predictor of later math achievement, early math achievement predicts changes in mathematics confidence and interest during elementary and middle grades (Ganley & Lubienski, 2016). Hence, math achievement in elementary school appears to influence girls’ emerging views of mathematics and their mathematical abilities. This is important because, as Eccles and Wang (2016) found, mathematics ability self-concept helps explain the gender gap in STEM career choices. Examining early gendered patterns in math can shed new light on differences in young girls’ and boys’ school experiences that may shape their later choices and outcomes. [...]
An ECLS-K:1999 study found that teachers rated the math skills of girls lower than those of similarly behaving and performing boys (Robinson-Cimpian et al., 2014b). These results indicated that teachers rated girls on par with similarly achieving boys only if they perceived those girls as working harder and behaving better than those boys. This pattern of differential teacher ratings did not occur in reading or with other underserved groups (e.g., Black and Hispanic students) in math. Therefore, this phenomenon appears to be unique to girls and math. In a follow-up instrumental-variable analysis, teachers’ differential ratings of boys and girls appeared to account for a substantial portion of the growth in gender gaps in math achievement during elementary school (Robinson-Cimpian et al., 2014b).
In a lot of ways the way you are looking at the topic perpetuates a rather unhealthy assumption of underlying biological differences in competency that avoids consideration of contributing environmental privileges and harms.
You can’t just hand wave aside the inherent privilege of presenting male during early childhood education in evaluating later STEM performance. Rather than seeing the performance gap of trans women over women presenting that way from birth as a result of a hormonal advantage, it may be that what you are actually ending up measuring is the performance gap resulting from the disadvantage placed upon women due to early education experiences being treated differently from the many trans women who had been presenting as boys during those grades. i.e. Perhaps all women could have been doing quite a lot better in STEM fields if the world treated them the way it treated boys during Kindergarten through early grades and what we need socially isn’t hormone prescriptions but serious adjustments to presumptions around gender and biologically driven competencies.
It implicitly does compare trans women to other women in talking about the performance similarity between men and women:
“Why aren’t males way smarter than females on average? Males have ~13% higher cortical neuron density and 11% heavier brains (implying 1.112/3−1=7% more area?). One might expect males to have mean IQ far above females then, but instead the means and medians are similar”
So OP is saying “look, women and men are the same, but trans women are exceptional.”
I’m saying that identifying the exceptionality of trans women ignores the environmental disadvantage other women experience, such that the earlier claims of unexceptionable performance of women (which as I quoted gets an explicit mention from a presumption of assumed likelihood of male competency based on what’s effectively phrenology) are reflecting a disadvantaged sample vs trans women.
My point is that if you accounted for environmental factors the data would potentially show female exceptionality across the board and the key reason trans women end up being an outlier against both men and other women is because they are avoiding the early educational disadvantage other women experience.
Your hypothesis is ignoring environmental factors. I’d recommend reading over the following paper: https://journals.sagepub.com/doi/10.1177/2332858416673617
A few highlights:
In a lot of ways the way you are looking at the topic perpetuates a rather unhealthy assumption of underlying biological differences in competency that avoids consideration of contributing environmental privileges and harms.
You can’t just hand wave aside the inherent privilege of presenting male during early childhood education in evaluating later STEM performance. Rather than seeing the performance gap of trans women over women presenting that way from birth as a result of a hormonal advantage, it may be that what you are actually ending up measuring is the performance gap resulting from the disadvantage placed upon women due to early education experiences being treated differently from the many trans women who had been presenting as boys during those grades. i.e. Perhaps all women could have been doing quite a lot better in STEM fields if the world treated them the way it treated boys during Kindergarten through early grades and what we need socially isn’t hormone prescriptions but serious adjustments to presumptions around gender and biologically driven competencies.
The post is about the performance gap of trans women over men, not women.
It implicitly does compare trans women to other women in talking about the performance similarity between men and women:
“Why aren’t males way smarter than females on average? Males have ~13% higher cortical neuron density and 11% heavier brains (implying 1.112/3−1=7% more area?). One might expect males to have mean IQ far above females then, but instead the means and medians are similar”
So OP is saying “look, women and men are the same, but trans women are exceptional.”
I’m saying that identifying the exceptionality of trans women ignores the environmental disadvantage other women experience, such that the earlier claims of unexceptionable performance of women (which as I quoted gets an explicit mention from a presumption of assumed likelihood of male competency based on what’s effectively phrenology) are reflecting a disadvantaged sample vs trans women.
My point is that if you accounted for environmental factors the data would potentially show female exceptionality across the board and the key reason trans women end up being an outlier against both men and other women is because they are avoiding the early educational disadvantage other women experience.