ERIC Number: ED211356
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Comparison of Men's and Women's Behaviors in High School Math Classes.
Stallings, Jane A.
Differences found in men's and women's attitudes towards mathematics, and differences in demonstrated abilities and experiences in mathematics classes are detailed. The sample used includes 479 pupils from 22 classes in 11 urban and suburban schools, with approximately 49% of the students female. The instruments used to collect data included survey reports, questionnaires, interview guides, tests, rating scales, and observation instruments. The survey report, questionnaires, and interview protocols were developed and pilot-tested within the study. The factor most often found to differentiate the students continuing in mathematics from those who are not, identified from the student questionnaire, student ratings and test data, is parental expectations and support in taking advanced mathematics. The data suggest that parents are perhaps the most important factor for women as well as men in continuing their studies. Further, women who planned to continue in mathematics studies had more spatial ability, more positive feelings about mathematics, less anxiety, and did not perceive mathematics as a male domain. The results suggest that parents should be made more aware of their influence in their children's decision-making processes. It is felt the findings should be made available to inservice teachers, school counselors, and parent groups. (MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: SRI International, Menlo Park, CA.; Stallings Teaching and Learning Inst., Mountain View, CA.
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, September, 1979).