Word association tasks seek to measure implicit attitudes that participants may be unwilling or unable to express explicitly, by analyzing the timing of responses to a sequence of word matching tasks. An earlier study used a computer-based sequence of word associations to measure differences in response time for pair-word associations when categories within the pairings were realigned. They found that females implicitly demonstrated a more negative attitude toward mathematics, and identified it more as a male-gender domain than their male counterparts. Since females continue to be under-represented in high paying, math-intensive career, it is important for educators to be informed about research that may lead to improving the participation of women in the study of mathematics. This study seeks to identify patterns in implicit female attitudes about mathematics and math-gender identity, based on culture, background growth environment and current physical location. While results for the total sample are consistent with earlier studies, significant variations are observed in subgroups partitioned by culture and background growth environment. Identifying these types of patterns may elucidate paths to alter the persistent lack of female participation in math intensive careers.