Understanding core concepts in STEM fields requires strong mathematical literacy to solve complex problems, think analytically, and reason methodically. However, Indonesian students continue to score low in international assessments such as PISA, with gender disparities favoring boys reported in some countries. This study investigates gender differences in mathematical literacy performance among public middle school students in Kupang, a region with limited prior research on this topic. Using secondary data from a school-based survey involving 377 students selected through two-stage cluster random sampling, we analyzed test scores across overall performance, content domains, and process domains. After confirming assumptions of normality and homogeneity, gender-based comparisons were conducted using one-way ANOVA. Results indicate no statistically significant gender differences in overall mathematical literacy, nor in any content (quantity, change and relationship, space and shape, uncertainty and data) or process domains (formulating, employing, interpreting). Effect size calculations also confirmed the absence of a gender gap. These findings support the gender similarities hypothesis and suggest that both boys and girls are equally capable in mathematical reasoning. Promoting this equality can help counter gender stereotypes and foster balanced participation in STEM fields. Educators and policymakers should leverage these insights to design equitable math instruction and encourage greater female representation in mathematics-intensive careers

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