Here’s how they set it up:
220 women were divided into 4 groups and given math and reading comprehension tests between 2003 and 2006. The women were given a GRE (Graduate Records Exam)-like math test, then asked to read an essay, and then given a second math exam. Four different essays were handed out. These essays argued that gender differences in math performances were due to (i) genetic (G), or (ii) experiential (E) differences between the sexes, or (iii) employed standard sexual sterotypes without mentioning mathematical abilities (S), or (iv) argued that there are no gender related math-differences (ND).
And the results are here.
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