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ERIC Number: ED107502
Record Type: RIE
Publication Date: 1974
Pages: 110
Abstractor: N/A
Reference Count: N/A
A Comparison of the Relationships Between the Level of Acceptance of Sex-Role Stereotyping and Achievement and Attitudes Toward Mathematics of Seventh Graders and Eleventh Graders in a Suburban Metropolitan New York Community.
Jacobs, Judith Ellen
This study investigated the relationship of mathematics achievement to attitude toward mathematics and the level of acceptance of sex-role stereotypes. Forth males and 40 females from each of seventh and eleventh grades participated in the study. Measurement of the variables was achieved by use of the California Achievement Test - Mathematics, Aiken's Revised Mathematics Attitude Scale, and the Personal Values Abstract. Data collected were submitted to an analysis of variance; the seventh-grade data were also submitted to a multiple regression analysis. The results of these analyses indicated that mathematics attitude and achievement were correlated (p less than .01) for every group except eleventh-grade males. Overall, males had a more positive attitude toward mathematics than females (p less than .05), but this difference was not significant at either grade level alone. At the seventh-grade level there was no achievement difference between the sexes, but at eleventh-grade level, males had higher achievement scores than females. Eleventh-grade females were more accepting of sex-role stereotyping than eleventh-grade males or seventh-grade females (p less than .10). Contrary to the masculine identification hypothesis, high-achieving females were more accepting of stereotyping than low-achieving females (p less than .05). (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-12,844, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University