ERIC Number: ED188888
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Nice Girls Don't Study Mathematics. Final Report, December 1, 1977, through January 31, 1980.
Boswell, Sally L.; Katz, Phyllis A.
This study investigated a variety of factors which influence the development of women's attitudes and performance in mathematics. Specific objectives were: (1) to document the existence of stereotypes associated with mathematics; (2) to determine the age at which children become aware of these stereotypes; (3) to specify the social agents transmitting stereotypic information; and (4) to determine the extent to which stereotypes affect both attitudes and achievement in mathematics. Toward these ends, three interrelated studies were conducted. The first study examined and compared women who obtained Ph.D.'s in mathematics, English, and psychology in terms of their backgrounds, beliefs, and attitudes. A second study investigated attitudes and achievement in mathematics among elementary school children. The third study determined the relation between attitudes and mathematics achievement in secondary school youth. Results revealed that: (1) stereotyped beliefs about mathematics are acquired early in the developmental process and are clearly present in elementary and secondary level students; (2) stereotyped information is transmitted by parents to elementary students, and by peers to secondary students; (3) males are more stereotyped than females; (4) there were no differences in mathematics achievement; and (5) degree of stereotyping was predictive for females and not for males. (MK)
Descriptors: Academic Achievement, Achievement, Aptitude, Attitudes, Elementary School Mathematics, Elementary Secondary Education, Females, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Secondary School Mathematics, Sex Differences, Sex Role, Sex Stereotypes, Stereotypes, Student Attitudes, Womens Education
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Institute for Research on Social Problems, Booulder, CO.
Identifiers: Mathematics Education Research
Note: For related document, see ED 174 477.