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ERIC Number: ED187562
Record Type: RIE
Publication Date: 1979-Dec
Pages: 288
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A National Assessment of Achievement and Participation of Women in Mathematics. Final Report.
Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
The purpose of this study was to identify the most important factors related to the problem of women's participation in mathematics and to determine the relative importance of those factors to guide future research and intervention efforts. The vehicle was a national survey of 1,452 13-year-olds and 1,788 high school seniors. Data collection centered upon achievement and participation in mathematics, sex-role stereotyping, career and academic plans, the students' attitudes toward mathematics, parental influence, and the influence of significant other people in the students' lives. Results of the study indicate that 13-year-old females begin their high school mathematics career with at least the same ability as their male contemporaries. By the twelfth grade, males have overtaken females. Large sex differences found for mathematics participation in previous studies were not found in this survey. Results also indicate that certain groups of variables open to intervention strategies are related to participation. Three groups of variables were found to have the greatest effect on participation: positive attitudes toward mathematics; perceived need for mathematics for future career and educational plans; and influences of significant others, including parents, teachers and counselors. At the report conclusion, strategies are suggested which may increase mathematics participation in school programs. (Author/MK) Primary type of information provided by report: Results (Sex).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Identifiers: N/A