Nearly half of all physicians and biologists are females, as are the majority of new psychologists, veterinarians, and dentists, suggesting that women have achieved equality with men in the workforce. But the ranks of professionals in math-intensive careers remain lopsidedly male; up to 93% of tenure-track academic positions in some of the most mathematically-oriented fields are held by men.
Three main explanations have been advanced to explain the dearth of women in math-intensive careers, and in The Mathematics of Sex, Stephen J. Ceci and Wendy M. Williams describe and dissect the evidence for each. The first explanation involves innate ability--male brains are physiologically optimized to perform advanced mathematical and spatial operations; the second is that social and cultural biases inhibit females' training and success in mathematical fields; the third alleges that women are less interested in math-intensive careers than are men, preferring people-oriented pursuits. Drawing on research in endocrinology, economics, sociology, education, genetics, and psychology to arrive at their own unique, evidence-based conclusion, the authors argue that the problem is due to certain choices that women (but not men) are compelled to make in our society; that women tend not to favor math-intensive careers for certain reasons, and that sex differences in math and spatial ability cannot adequately explain the scarcity of women in these fields. The Mathematics of Sex represents the first time such a thorough synthesis of data has been carried out to solve the puzzle of women's underrepresentation in math-intensive careers. The result is a readable, engaging account suitable not only for academics in an array of disciplines, but for general readers as well--including educators, science policymakers, parents of daughters, and anyone intellectually curious about a key controversy of our time.

"Intelligence, Instruction, and Assessment" shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary, tertiary--who want to apply in their classrooms what we know about intelligence. The focus is not on modifying students' intelligence, per se, but on increasing their disciplinary knowledge and understanding. Hence, this book will help teachers learn how they can teach more effectively what they are already teaching. The assumption is that what teachers care most about is how they can improve upon what they are already doing, and how they can learn what they need to do in order to be more effective in their work.
The contributors are well known for their work on intelligence and education. Each chapter includes an accessible explanation of the author's theory of intelligence, and discusses the implications of that theory both for instruction and for assessment. The book is international in scope, reflecting both American and European perspectives.
Anyone interested in knowing how modern theories of intelligence can be applied to education will want to read this book--particularly teachers and other education specialists, as well as developmental psychologists, cognitive psychologists, and philosophers with an interest in applying psychological theory to classroom practice. It will serve well as a text for courses on educational psychology, intelligence, cognition and instruction, and foundations of teaching.

Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary, tertiary--who want to apply in their classrooms what we know about intelligence. The focus is not on modifying students' intelligence, per se, but on increasing their disciplinary knowledge and understanding. Hence, this book will help teachers learn how they can teach more effectively what they are already teaching. The assumption is that what teachers care most about is how they can improve upon what they are already doing, and how they can learn what they need to do in order to be more effective in their work. The contributors are well known for their work on intelligence and education. Each chapter includes an accessible explanation of the author's theory of intelligence, and discusses the implications of that theory both for instruction and for assessment. The book is international in scope, reflecting both American and European perspectives. Anyone interested in knowing how modern theories of intelligence can be applied to education will want to read this book--particularly teachers and other education specialists, as well as developmental psychologists, cognitive psychologists, and philosophers with an interest in applying psychological theory to classroom practice. It will serve well as a text for courses on educational psychology, intelligence, cognition and instruction, and foundations of teaching.

This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.

This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.