The Mathematically Able as a Marked Category

Damarin, Suzanne K.

doi:10.1080/09540250020418

Cited by 49 publications

(19 citation statements)

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“…One way is to acknowledge the problem and create spaces in which to talk about it. Damarin (2000) follows this route when she suggests setting up support groups similar to Alcoholics Anonymous for budding female mathematicians. However, this option leaves mathematics itself unchanged.…”

Section: Endings 2: Changing Gender and Mathematicsmentioning

confidence: 99%

Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?

Mendick

2005

British Journal of Sociology of Education

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Section: Endings 2: Changing Gender and Mathematicsmentioning

confidence: 99%

Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?

Mendick

2005

British Journal of Sociology of Education

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“…In his research, he mentions two interesting examples: the "talking" Barbie doll that tells young girls "math is hard," and the celebrated "3 R's" (reading, 'riting, and 'rithmetic), where arithmetic is clearly separated from the two verbal subjects. Signals persist that, when a student fails to develop reading or writing skills, they are labeled as learning disabled; however, when a student fails to develop arithmetic skills, it is not explained as genetically human, but rather as genetically determined within humans (Damarin, 2000).…”

Section: Gender Equitymentioning

confidence: 99%

“…More often than not, students who fail in mathematics are found to be less embarrassed than when they fail in other subjects. They may even view their supposed inability in math with a certain sense of pride (Damarin, 2000).…”

Section: Gender Equitymentioning

confidence: 99%

“…Damarin (2000) discusses the role that schools, media, and family play in perpetuating the belief that women are naturally weaker in math than are men. In his research, he mentions two interesting examples: the "talking" Barbie doll that tells young girls "math is hard," and the celebrated "3 R's" (reading, 'riting, and 'rithmetic), where arithmetic is clearly separated from the two verbal subjects.…”

Section: Gender Equitymentioning

confidence: 99%

“…According to Damarin (2000), mathematical ability is a marked category, which is defined as "any group of individuals whose bodies are assumed to bear the same marks of deviance: women, blacks, people of color, Jews, criminals, homosexuals, or persons of disability" (Damarin, 2000, p. 72). This research is based on the notion that a person's ability in certain areas, such as mathematics, is based largely on biological or genetic factors that can be linked to race, gender, ethnicity, or some other identifiable characteristic.…”

Section: Gender Equitymentioning

confidence: 99%

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Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

Sanders¹

2005

PsycEXTRA Dataset

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, 12b. DISTRIBUTION CODE ABSTRACT (maximum 200 words)This thesis compares the academic and military performance of women with that of men at the U.S. Naval Academy (USNA) and U.S. Coast Guard Academy (USCGA). Measures of performance are grade-point average and military proficiency scores. The SAT scores for men and women at the two academies were also compared. The population included the Classes of 1997 through 2003, totaling 1,184 cadets from USCGA and 6,598 midshipmen from USNA. A number of hypotheses were tested quantitatively for all cadets and midshipmen from these classes as well as for those who majored in a technical discipline. The results indicate that women at the two academies generally perform as well or better than do their male counterparts. This was especially true on measures of military proficiency, where women tended to outperform men, particularly those who were enrolled in a technical major. Further research should seek to explain gender differences in performance, given the pressures on women at these institutions and differences in scores on the SAT. Continued study of gender differences is recommended, and examples of possible research are provided. NUMBER OF PAGES 73 SUBJECT TERMSWomen, Military Performance, Academic Performance, Naval Academy, Coast Guard Academy PRICE CODE SECURITY CLASSIFICATION OF REPORT Unclassified SECURITY CLASSIFICATION OF THIS PAGE Unclassified SECURITY CLASSIFICATION OF ABSTRACT Unclassified LIMITATION OF ABSTRACT UL

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Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment

Phillipson

Callingham²

2009

International Handbook on Giftedness

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The Mathematically Able as a Marked Category

Cited by 49 publications

References 0 publications

Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?

Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?

Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment

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