Fig. 3 | Nature Communications

Fig. 3

From: Gender differences in individual variation in academic grades fail to fit expected patterns for STEM

Fig. 3

Inferred relative distributions of academic abilities of girls (red) and boys (blue). a STEM and b non-STEM school subjects, c the proportion of girls in each percentile. The relative mean and variance for each gender are based on the results of the meta-regression of school grades for school pupils, with subject as a moderator. In a and b, dashed vertical lines indicate cutoff points, above which 25%, 5% and 1% of top-scoring pupils can be found. The proportion of girls to boys across the distribution is shown in c, where values to the right on the x-axis correspond to the right tail of the achievement distributions. f:m values represent ratios of top-scoring girls to boys above each cutoff point (i.e, f:m > 1 = more females; f:m < 1 = more males). Data and code for reproducing this figure are available at refs. 52,53