ERIC Number: ED334217
Record Type: Non-Journal
Publication Date: 1990-Apr
Reference Count: N/A
Gender Differences in Attitudes, Aptitude, and Achievement in a Program for Mathematically Talented Youth.
Titus, Janet C.; Terwilliger, James S.
A special effort was undertaken in 1988 to increase the number of females in the University of Minnesota Talented Youth Mathematics Program (UMTYMP), a program of accelerated mathematics instruction for elementary school, junior high school, and senior high school students. As part of this effort, attitudinal data were collected from participants. The attitudinal scales that were used are described. Gender differences and attitudinal changes during the students' first year in the program (from the fall of 1988 to the spring of 1989) were studied. Seven attitude scales were developed to measure: (1) interest; (2) motivation; (3) confidence; (4) readiness for taking the mathematics course; (5) support; (6) priorities; and (7) stereotyped attitudes. Subjects were 62 males and 29 females. Mean gender differences for data from the fall tended to favor males on five of the seven scales. However, the only significant differences were that males were more confident than females and females were more ready for independent study. Over the year, both sexes exhibited a negative change in attitude. Implications for selection of female students who would be good risks for continuing in the UMTYMP are discussed. Five tables present study data, and the attitude survey is provided in Appendix A. (SLD)
Descriptors: Academic Achievement, Academically Gifted, Acceleration (Education), Advanced Students, Aptitude, Attitude Change, Attitude Measures, Elementary School Students, Elementary Secondary Education, Higher Education, Mathematics Instruction, Rating Scales, Secondary School Students, Sex Differences, Stereotypes, Student Attitudes, Student Interests, Student Motivation, Test Construction
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A