ERIC Number: ED188886
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Women and Mathematics: The Impact of Early Intervention Programs Upon Course-Taking and Attitudes in High School. Final Report.
Fox, Lynn H.
This study investigated the effectiveness of several intervention programs, in terms of increasing girls' participation in mathematics. The programs included two classes developed at Johns Hopkins University (an all-girls' accelerated mathematics class and a girls' career awareness class), and four school system-based programs based on the Study of Mathematically Precocious Youth. The populations are considered to be well-above average with respect to mathematical ability. Analysis included investigation of the impact of programs on plans to take such courses as pre-calculus, calculus, chemistry, physics, and computer science, in high school. Impact of the programs upon variables related to acceleration in mathematics was also assessed along with the rate of population attrition within the programs. The achievement of students in the school system-based accelerated classes was evaluated for possible sex differences. Questionnaire responses and the Fennema-Sherman Mathematics Attitude Scale were used to measure attitudes and interests. Comparisons were made between responses on some attitude measures and related factors such as acceleration, career goals, and life style plans. The major finding is that special programs for the mathematically gifted do have an impact on the course-taking behaviors and plans and aspirations of girls. (Author/MK)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Evening Coll.
Identifiers: Mathematics Education Research
Note: Contains occasional light and broken type.