  We assessed changes in calculus proficiency and calculus self-efficacy in a
second semester course of introductory physics focused on electricity and
magnetism. While all students demonstrated an increase in calculus proficiency,
including a possible improvement in calculus transfer to physics, women
displayed larger gains than men. Conversely, men showed larger gains in
calculus self-efficacy. When combined, these data suggest that student identity
modulates the correlation between a student's calculus abilities and their
perception or self-evaluation of those abilities. These data highlight a
potential contributing factor to gender-related differences in physics
self-efficacy as well as the complexity of addressing those differences.
