Election of High School Mathematics by Females and Males: Attributions                and Attitudes

Pedro, Joan Daniels; Wolleat, Patricia L.; Fennema, Élizabeth; Becker, Ann DeVaney

doi:10.3102/00028312018002207

Cited by 106 publications

(12 citation statements)

References 9 publications

(7 reference statements)

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“…Confirming earlier research (Eccles et al, 1985;Gavin, 1997;Gjertsen, 1999;Kelly, 1986;Leder, 1988;Pedro, Wolleat, Fennema, & Becker, 1981;Tocci & Engelhard 1991), all of these talented young women understood that math was useful in life; this view was fostered in both home and school environments. Making learning meaningful and useful to these young women appeared to have an impact on mathematics achievement.…”

Section: Parental Teachingsupporting

confidence: 78%

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

O'Shea

Heilbronner

Reis

2010

Journal of Advanced Academics

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Over the last few decades, researchers have studied the issue of gender differences in math achievement, especially among highly able females. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability males and females, with profound implications for the educational opportunities and life choices of females. This research study, using qualitative research methods, examined the psychosocial, home, and school characteristics of female seniors in high school who achieved above the 95th percentile on the quantitative section of the SAT. The findings suggest that educators and parents can promote the strengths of mathematically talented females resulting in a number of positive psychosocial factors such as: a view of math as positive and useful, a style that encourages the attribution of success to talent, and confidence and persistence in tasks. In addition, educators who model a passion for mathematics, provide challenging learning activities, and occasionally enable their female students to work cooperatively may encourage these students’ talents. Parents who maintain high expectations for mathematics achievement, who are willing to donate their own time to work with their children on mathematics, and who seem excited and interested in the domain themselves may help their children to achieve at higher levels.

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Section: Parental Teachingsupporting

confidence: 78%

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

O'Shea

Heilbronner

Reis

2010

Journal of Advanced Academics

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“…A similar result was reported in various studies in which mathematics anxiety levels of girls were higher than boys" (Varol, 1990;Girgin, 1990;Dong, 1994). Research also emphasized that in society mathematics anxiety was experienced more often by females than by males (Betz, 1978;Dutton, 1956;Pedro, Wolleat, Fennema, & Becker, 1981;Tobias & Weissbrod, 1980). Another result of this study showed that whether students had prior special tutoring did not create a difference in their mathematics anxiety scores.…”

Section: Discussionsupporting

confidence: 88%

Mathematics Anxiety of Ninth Grade Students

Yavuz

2018

JETS

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Human beings have been using mathematics since they got familiar with the environment they lived in. Because of this reason, the emphasis of necessity of mathematics education for schools with various levels in different countries has undoubtedly been agreed upon. Mathematics anxiety is a problem for many people. Mathematics anxiety is one of the subjects that have attracted interest of training psychologists and mathematics teachers. It can have detrimental effects for high school students including feelings of nervous tension, fear of rejection, and stress. Mathematics anxiety is intense emotional feelings of anxiety that people have about their ability to understand and perform mathematics. While mathematics anxiety may be perceived as an excuse for poor mathematics performance, it can be a valid, justifiable excuse as well. This study examined the mathematics anxiety levels and changes in mathematics anxiety levels with respect to gender, whether students had prior special tutoring, mathematics achievement level and parental education level of high school ninth grade students in İzmir. The sample included 250 ninth grade students. The data were collected using the “Mathematics anxiety scale” developed by Erol (1989). The scale aimed at measuring students’ anxiety towards mathematics. In addition, an individual information form was developed by the researcher to collect demographic data. The data obtained from this study were evaluated using SPSS version 11.0 statistical programme and t-test and ANOVA statistics were calculated. The results show that; mathematics achievement level and parental education level is statistically significant. Mathematics anxiety scores do not exhibit statistically significant difference according to gender and students prior special tutoring.

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“…In 1980, only 39 percent of black and Hispanic high school seniors had persisted in mathematics as far as geometry, compared with 60 percent of white seniors and 79 percent of the Asian seniors (Malcolm, 1985). Several researchers have proposed that high school mathematics enrollment serves as a "critical filter" for careers in the sciences, and that the underrepresentation of females and minorities can be traced to that factor (Fennema, 1977;Fennema & Sherman, 1977;Pedro, Wolleatt, Fennema & Becker, 1981). There have been studies, however, that have challenged the idea of differences in enrollments being a primary factor with regard to females.…”

Section: Interest and Enrollmentsmentioning

confidence: 99%

Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science‐related careers

1990

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This study involved the development of an instrument, the Science Career Predictor Scale (SCPS), which assesses seven factors thought to be involved with science career choices: teacher/counselor encouragement, participation in science‐related hobbies and activities, academic self‐image, science‐related career interest, parental encouragement and support, the perceived relevance of mathematics and science, and mathematics and science ability. This instrument was administered to a sample of 522 middle and high school students, and a sample of 185 students from an historically black university, and the effects of such factors as sex, race, personal acquaintance with a scientist, and type of community (rural or urban) on the above‐mentioned variables were ascertained using a multivariate analysis of covariance with age as the covariate. A separate study on a sample of 81 high school students looked at race and gender differences in critical thinking abilities as measured by the Watson‐Glaser Critical Thinking appraisal, and how these abilities correlated with scores on the Science Career Predictor Scale. These studies produced several significant findings. Female subjects did produce significantly lower scores on the career interest factor. Black students actually had significantly higher science‐career preference scores than their white counterparts. However, blacks scored significantly lower on the measure of critical thinking ability. Across both races and both sexes, however, the major factor affecting science‐related career decisions appears to be personal contact with a scientist. The implications of these findings are discussed, along with possible strategies for increasing the participation of these groups in science.

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Election of High School Mathematics by Females and Males: Attributions and Attitudes

Cited by 106 publications

References 9 publications

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics

Mathematics Anxiety of Ninth Grade Students

Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science‐related careers

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