ERIC Number: ED500992
Record Type: Non-Journal
Publication Date: 2003-Jul
Reference Count: 13
High Achieving Girls in Mathematics: What's Wrong with Working Hard?
Howe, Ann C.; Berenson, Sarah B.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p87-93
The participation of women in graduate studies and mathematics-related careers remains a social and economic problem in the United States. Part of a larger study to understand this lack of participation, here we present preliminary findings of girls who are high achievers in middle grades mathematics. This interpretive study documents girls' voices from feminist perspectives and reports their perceptions of what it takes for them to be successful in advanced math classes. Girls attribute their success to a) strong family support; b) desire to understand mathematics; c) assertiveness; and d) belief in hard work. (Contains 1 footnote.) [For complete proceedings, see ED500858.]
Descriptors: Females, Assertiveness, Mathematics Achievement, High Achievement, Study Habits, Middle School Students, Secondary School Mathematics, Feminism, Advanced Courses, Success, Family Influence, Comprehension, Personality Traits, Womens Education, Expectation
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: email@example.com; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Middle Schools
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A