The observed tendency for males to outnumber females in classes designed for gifted high school students, particularly in mathematics, can be attributed to various social, cultural, and educational factors. Research has consistently indicated that societal norms and expectations regarding gender roles influence academic interests and performance.
In fields like mathematics, there has historically been a stereotype associating male students with stronger abilities in quantitative and analytical tasks. This stereotype can affect both the self-perception of students and how they are perceived by educators. As a result, more males may be encouraged to pursue advanced courses in mathematics, leading to a male-dominated classroom in such environments.
Additionally, participation in mathematics-related extracurricular activities, such as math competitions and clubs, which often attract more males, further strengthens the presence of male students in advanced mathematics classes. Consequently, this explains why males are often more prevalent than females in gifted programs specifically related to mathematics.