Related literature review is an objective and critical summary of published research literature relevant to a topic under consideration for research. The literature review builds familiarity with current thinking and research on gender differences in self-efficacy and academic performance on pre-calculus and may justify future research in a previously overlooked or understudied area. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay According to Oakes (1990) and Parson et al, (1982), overall research delving into gender differences in mathematics self-efficacy based on gender role type has been limited. There is some indication that parents' generalizations about student achievement in mathematics vary by gender. Andre et al, (1999) and Choi (2004) stated that there is also evidence that gender role type is linked to academic self-efficacy, however, research catechizing concrete diversity in mathematics self-efficacy is vacuous on the type of gender role and gender socialization. Analyzing differences in terms of socialization of gender type and gender role type is another goal of this topic. According to Nosek, Banaji, and Greenwald (2002), when women think that mathematics is for men, it causes a negative impact on their lives. attitudes in dealing with mathematics and their performance due to this way of thinking women tend to be less motivated to work on mathematics, which will lead to having a low academic performance. On the other hand, if women refrain from this type of thinking, they are more likely to have high self-efficacy and high academic achievement (Schmader, Johns, & Barquissau, 2004). Recent studies show learning experiences among women in science, technology, engineering, and mathematics (Stem) are influenced by a pattern of socialization that often differs from that of men despite comparable abilities (American Association of University of Women 1992; National Association of Educational Progress [NAEP] 2007; National Educational Longitudinal Survey [NELS] 2004 An analysis of national data and independent research studies from the 1960s to the 1980s concluded that gender differences in mathematics achievement depend on several demographic characteristics ( Linn & Peterson, 1986). These findings can be combined with the problem-solving advantages found among males (Hyde et al., 1990). Student achievement in mathematics is related to opportunities to enroll in different types of mathematics courses in college (U.S. Department of Education, 2007). A substantial body of research confirms that greater verbal ability in mathematical skills is normally achieved by males (Vogel, 1990). Overtime findings reveal that in high school, both males and females take mathematics courses upon graduation, including upper-level ones such as Pre-Calculus (Ingels et al., 2008). Fennema et al., (1998), Maccoby & Jacklin, (1974), Shibley-Hyde, Fennema & Lamon, (1990) show that many cases of gender-related differences in mathematics performance have been reported. It is assumed that these differences are exactly related to differences in attitudes towards mathematics. Considering mathematics as a male field, the attitude towards success in mathematics and its usefulness, males maintain higher scores as found by (Fennema & Sherman, 1977). Since this report came out, similar cases have been reported.