An analysis of three issues concerning the possibility that sex differences in causal attributional patterns may be important mediators of sex differences in persistence in one's mathematics education are addressed. These issues include: (1) the exact nature of the sex differences in attributional patterns for school achievement and the consistency of these differences need to be specified; (2) the psychological and causal significance of these differences need to be addressed; and (3) the interpretations commonly given to these differences need to be evaluated. Literature on the subject is reviewed, and conclusions are offered. (Author/GK)