Increasing Women's Participation in Mathematics: An Intervention Study

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

doi:10.2307/748654

Cited by 63 publications

(18 citation statements)

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“…In short, the more precise, the more valuable, and the more evaluative the teacher comments, the more likely they were to be directed at male students. The Sadker and Sadker findings are congruent with other studies that indicate that for both academic and conduct-related behaviors, male students receive more precise praise, criticism, and assistance than do females, teacher reactions that provide clarity and instruct, encourage, and sustain student performance (Becker, 1981).…”

Section: Evaluation and Attribution In A Place Called School (1984) supporting

confidence: 88%

“…However, other studies by the same researchers (M. Lockheed & Harris, 1982) had reported previously that students in mixed-sex science groups expressed more positive attitudes toward cross-sex collaboration, showed a reduced level of sex stereotyping, and were less sexbiased in their perceptions of student competence than students with less cross-sex collaborative experiences. Other studies indicate a decrease in female achievement, academic and physical, when females are placed in mixed-sex groups (Weisfeld et al, 1983), or indicate that pupils actually develop negative attitudes about mixed-sex groups (M. Lockheed, 1984;Serbin, Tonick, & Sternglanz, 1977) or the need to devise special strategies to overcome these barriers (Fennema & Peterson, 1985;Fennema, Reyes, Perl, Konsin, & Drakenberg, 1980;Fennema, Wolleat, Pedro, & Becker, 1981).…”

Section: Cooperative Learningmentioning

confidence: 96%

See 1 more Smart Citation

The Issue of Gender in Elementary and Secondary Education

Sadker¹,

Sadker²,

Klein³

1991

Review of Research in Education

100

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Section: Evaluation and Attribution In A Place Called School (1984) supporting

confidence: 88%

Section: Cooperative Learningmentioning

confidence: 96%

The Issue of Gender in Elementary and Secondary Education

Sadker¹,

Sadker²,

Klein³

1991

Review of Research in Education

100

View full text Add to dashboard Cite

Section: Cooperative Learningmentioning

confidence: 96%

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Sadker

Klein

1991

Review of Research in Education

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During colonial times in New England, schools were for male students only; yet 50 years after the American Revolution coeducation had become the norm in public elementary education. This change emerged gradually and with little public discussion. In rural communities most parents did not think it worth the prohibitive cost to educate boys and girls separately, and the one-room, coeducational school district was typical, viewed as a natural extension of male and female participation in the family and church (Hansot & Tyack, 1988).In contrast to the rural one-room school, the high schools of the nation's urban areas were larger, more bureaucratic, and structurally further removed from the model of the family. In these schools, coeducation generated more controversy; parents and educators worried not only about the sexual involvement from such close contact during adolescence, but also about the need to prepare boys and girls for their different roles in the largely segregated world of work. In response to such concerns, the curriculum was consciously designed to meet the "different needs" of female and male students. For example, girls were required to take courses in homemaking to prepare them for their designated roles as wives Myra Sadker and David Sadker thank Elise Lindemuth and Jackie Sadker for their research assistance. Susan Klein, author of the administration section, thanks the following colleagues for supplying information: Women arrived in 1619 (a curious choice if meant to be their first acquaintance with the new world). They held the Seneca Falls Convention on Women's Rights in 1848.During the rest of the 19th century, they participated in reform movements, chiefly temperance, and were exploited in factories. In 1923 they were given the vote. They joined the armed forces for the first time during the Second World War and thereafter have enjoyed the good life in America. (Trecker, p. 252)Trecker found that one text, in its discussion of the frontier period, allocated five pages to the six-shooter and scarcely five lines to the frontier woman. In another two-volume text, there were only two sentences allocated to the women's suffrage movement, one sentence in each volume.at UNIV OF MICHIGAN on June 13, 2015 http://rre.aera.net Downloaded from Educational materials teach far more than information and a way of learning. In subtleoften unconscious-ways, the tone and development of the content and illustrations foster in a learner positive or negative attitudes about self, race, religion, regions, sex, ethnic and social class groups, occupations, life expectations, and life chances. Inadvertent bias, as often the result of omission as commission, can influence the impact of educational programs.

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“…Ainda de acordo com as autoras, muito embora se trate de um processo originado fora da escola, ele é atualizado e alimentado pelo modo como se estabelecem as relações sociais entre estudantes e entre estudantes e professores na escola. De modo a contemplar diferenças sem transformá-las em desigualdade de desempenho, Fennema et al (1981) propuseram abordagens ao ensino de matemática que "multiplicassem as opções e diminuíssem o viés".…”

Section: A Literatura Sobre Rendimento Em Matemática E Gênerounclassified

“…Finalmente, devemos comentar que pesquisadores que investigaram a relação entre gênero e aprendizagem de matemática por meio de abordagem qualitativa (Fennema et al, 1981;Walden, Walkerdine, 1985) insistem que a produção de diferença de gênero envolve viés cultural relacionado com gênero no desenvolvimento dos currículos de matemática (isto é, exemplos mais relacionados com o universo simbólico de meninos, a partir da 5 a série) e com a própria ação em sala de aula de professores (via direcionamento de diferentes tipos de perguntas e incentivos para meninos e meninas). É inegável que seria de grande importância poder avaliar por meio de pesquisa de survey se processos como os mencionados acima explicam a desigualdade de desempenho entre meninos e meninas.…”

Section: Conclusãounclassified

Gênero e desempenho em matemática ao final do ensino médio: quais as relações?

Andrade

Franco

Carvalho³

2003

Est. Aval. Educ.

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ResumoO objetivo do trabalho é a investigação de desigualdade relacionada a gênero no desempenho em Matemática ao final do ensino médio brasileiro. Para isso, utilizam-se dados do Sistema de Avaliação da Educação Básica -SAEB -coletados em 1999. A partir do ajuste de modelos hierárquicos lineares, identifica-se que rapazes apresentaram desempenho superior ao de moças que estudam nas mesmas escolas, em análise controlada por repetência, nível socioeconômico e trabalho simultâneo ao estudo. O resultado indica, ainda, que a diferença de desempenho relacionada com gênero varia entre escolas e que nas escolas em que o nível socioeconômico do corpo discente é mais alto e nas de bom clima acadêmico a diferença é bastante pequena, acontecendo o oposto nas escolas em que o corpo discente tem nível socioeconômico baixo e clima acadêmico desfavorável. Palavras-chave: gênero e educação, equidade de gênero, modelos multiníveis, educação matemática. ResumenEl objetivo del trabajo es investigar la desigualdad que hay entre los generos com relación a su desempeño en Matemática al concluir la enseñanza media brasileña. Para tanto, se * Os autores agradecem ao Professor Kaizô Beltrão pelas críticas e sugestões a uma versão preliminar deste trabalho. Limitações e eventuais erros são de responsabilidade dos autoresEstudos em Avaliação Educacional, n. 27, jan-jun/2003 78 utilizan datos del Sistema de Evaluación de la Educación Básica colectados en 1999. A partir del ajuste de modelos jerárquicos lineares, se identifica que los chicos han tenido un desempeño superior al de las chicas que estudian en los mismos colegios, en análisis controlada por repitientes, nivel socioeconómico y trabajo simultáneo al estudio. El resultado todavía indica que la diferencia del desempeño relacionada con el género varia entre las escuelas, y en las escuelas de nivel socioeconómico del cuerpo dicente más alto y en las de buen ambiente académico la diferencia es bastante pequeña, sucediendo lo contrario en las escuelas con cuerpo dicente de nivel socioeconómico bajo y ambiente académico desfavorable. Palabras-clave: género y educación, equidad de género, modelos multiniveles, educación matemática. AbstractThe aim of the paper is to investigate patterns of gender inequality in math achievement at the end of Brazilian high school. Data comes from the 1999 Brazilian National Assessment of Educational Progress. The analytical approach is based on hierarchical linear models. The result indicates that boys performed better than girls and that the gender effect is different in different schools. In schools in which SES -socioeconomic status -are high and in those with a good academic atmosphere the gender gap is small. On the other hand, the reversal of the mentioned school characteristics is related to a huge gender gap.

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Increasing Women's Participation in Mathematics: An Intervention Study

Cited by 63 publications

References 0 publications

The Issue of Gender in Elementary and Secondary Education

The Issue of Gender in Elementary and Secondary Education

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Gênero e desempenho em matemática ao final do ensino médio: quais as relações?

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