ERIC Number: ED142867
Record Type: RIE
Publication Date: 1976-Dec
Reference Count: 0
The Effects of Sex Role Socialization on Mathematics Participation and Achievement.
Fox, Lynn H.
The primary focus of this paper is on understanding factors related to sex differences in mathematics achievement with particular attention to course-taking. The perception of the usefulness of mathematics for future educational and career plans and the support or lack of support from significant others appear to be the major factors associated with women's decisions to elect or not elect advanced courses in mathematics. These factors are in turn influenced by the stereotype of mathematics as a male domain. Other factors associated with course-taking and achievement are attitudes towards mathematics, feelings of self-confidence, and values. Certain educational policies and practices tend to reinforce sex-role stereotypes while some practices may promote greater course-taking and achievement. The organization of the research reported in the body of this paper is as follows: (1) Perceptions of the Career Relevance of Mathematics; (2) Influences of Significant Others; (3) The Perception of Mathematics as a Male Domain; (4) Attitudes, Self-Confidence and Values; and (5) Educational Policies and Practices. The research studies were rather consistent in support of the premise that sex differences in mathematics achievement result, at least in part, from social influences. (Author/JLL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Education and Work Group. Career Awareness Div.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Dept. of Education.
Note: Prepared by the Intellectually Gifted Child Study Group