Do SAT Math Scores Show Societal Bias Hinders Female Scientists Career Objectives?

Mark Perry on Carpe Diem posted a blog, "800 SAT Math Scores: Male-Female Ratio is 2.22:1" that shows that on the Math portion of the SAT, males outnumber females by over 2 to 1 at the 800 level. The male excess ratio tapers off until the 580 score level where females begin to outnumber males. Mark believes this shows why females are under-represented in the sciences.

Mark says:

If we are trying to explain the over-representation of males in science, math and engineering departments at MIT and Harvard, especially if that group represents those who score 800 on the SAT math test, the explanation seems pretty clear, convincing and straightforward: males are over-represented by a factor of more 2:1 for SAT math test scores of 800 points.

I posted a comment on the Carpe Diem blog in response with the belief that the SAT scores do not show, as Mark Perry indicates, that there is not a societal and cultural bias that is causing the under-representation of females in the sciences.

My comment:

If there is a societal and cultural bias such that females feel less feminine or attractive if they show high math or science ability or interest, some of the females most aware that they possess above average math and science abilities will attempt to hide these traits to increase their attractiveness and femininity. Similar results will occur if the females believe it is unfeminine to score higher than their desired boyfriends score.

Potentially high SAT math and science female scorers will most likely know based on past school test scores that they have the capability to score high on math and science tests.

One would expect these previously high math and science scoring females to underperform intentionally (not necessarily consciously), with the greatest underperformance occurring at the highest score levels. It is the highest female math and science score achievers who would have felt the biggest negative effect of the cultural and societal bias against female success in math and science. As female test takers approach the average, they will have had felt fewer negative effects from their previous math and science scores. The high female scorers will have the most motivation to limit their effort and underperform based on their abilities.

The SAT score results are therefore consistent with the assumption that there exist cultural and societal factors limiting female achievement in the math and sciences. It is the societal bias that will cause the appearance of an excess of males at the highest test score results and the tampering off as the scores approach the middle.