ERIC Number: ED112580
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Sex Differences: Implications for Program Planning.
Fox, Lynn H.
To determine possible implications of sex differences that might be useful for educators planning accelerated programs for mathematically gifted students, four measures of values and career-related interests were administered to three groups (totaling 78 Ss) of gifted seventh grade girls and boys. Results indicated that male Ss showed strong theoretical and investigative orientations compatible with scientific pursuits and academic acceleration in mathematics, that female Ss exhibited stronger interests in social and aesthetic values and careers, and that female Ss were considerable less rejecting of "masculine" careers than were male Ss of "Feminine" careers. It was also found that female Ss were characterized by feelings of conflict when presented with opportunities for educational acceleration in theoretical and investigative pursuits, suggesting that gifted girls should be taught by socially oriented female mathematicians, that their course content should relate theoretical mathematics to applied problems with a social interest appeal, that they should be offered career counseling that relates classroom experience to future jobs, and that special program opportunities for mathematically gifted adolescent girls should involve a sufficient number of female students to minimize feelings of social stigma associated with appearing "different" or "unfeminine." (LH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 30-April 3, 1975). For related document, see EC 071 914