Historically, mathematics has been stereotyped as a male domain, and there is considerable evidence to support this belief. In the last 30 years, mathematics education researchers have uncovered a range of factors contributing to the documented achievement and participation differences that favored males and sought to redress them. Mathematics as a male domain, one of the subscales of the Fennema-Sherman Mathematics Attitude Scales (1976), has been used widely to assess the extent to which mathematics is stereotyped as a masculine sphere. It has been argued that some of the items comprising the subscale are anachronistic and that the subscale scores can no longer be interpreted reliably. In this article we outline the development of two new instruments-the mathematics as a gendered domain instrument and the who and mathematics instrument-that have been designed to overcome the limitations of the original Fennema-Sherman mathematics as a male domain subscale. We also present findings from the administration of the two instruments in Australia, where they were developed, and in the United States, the site of the trials of the original Fennema-Sherman scales. The results indicate that females feel more strongly than males about some aspects of gender stereotyping in mathematics although, in general, most students feel that mathematics is gender neutral.