Source:
Brandell, Gerd, Gilah Leder, and Peter Nyström. "Gender and mathematics: recent development from a Swedish perspective." ZDM 39.3 (2007): 235-250.
Studies in gender and mathematics began in the 1970s as math was recognized as a male-dominated field. Since then, there have been policy and educational initiatives promoting girls to study math. Researchers have also recognized that males and females do not represent homogenous groups; that intersections between gender, class, cultural diversity all play a factor in attitudes towards math and that researchers personal beliefs and theoretical orientations are reflected in their planning, executing and interpreting of research.
A new instrument called ‘Who in Mathematics’ was designed to capture gender stereotyped attitudes among students related to various aspects of math in education and future life. This scale allows math to be viewed as female, male or gender neutral. Results from Sweden were compared to earlier results from Australia.
Overall, girls’ success in math was attributed to hard work and girls were recognized as wanting to understand their work rather than talent. Also, responses demonstrated a conflict between rhetoric and reality. When explicitly asked about gender and math students would respond with equity-based responses but when asked about reality they expressed that math is more male-dominated. One male student expressed how his descriptions of reality were not politically correct. Australian students were more likely to perceive math more as a female domain and more likely to see math as a central to females’ job prospects; this could be attributed to more energetic equity policy. Swedish students were more likely to perceive math as male dominated and researchers link this to how Swedish campaigns are more directed towards science and technology.
The authors conclude by stating that teachers can certainly administer this test as it is fairly straightforward. I think this would be very interesting to do in my work. The enrichment program I work with accepts 2000 students per year and has about 4000 students referred ach year. Other enrichment teachers and myself already collect data and find that more males are recommended to math sessions each year and with every age group (ages 8-12) and at every site (there are 5) in different SES areas; the exception is high SES area where the numbers are more equal. I also notice that in low SES sites, students show less confidence and self-efficacy overall; this correlates with research by Sternberg and Arroyo. I also see girls less likely to offer opinions in math classes. I often wonder about the intersections between SES, gender and cultural diversity. I think it would be very interesting to look into the attitudes of students, especially as the learners I work with show some evidence of strength in math and pursuing a career in math is a conceivable life outcome for them.
Have you seen policy and educational initiatives geared towards math for girls in your teaching/researching contexts? As this article looked at Sweden and Australia, I would be very interested to gain an international perspective on this issue.
Have you seen intriguing observations that could possibly to linked to these initiatives?
I know that UBC engineering has a Women in Engineering (WiE) group that holds events for female secondary students. There are also initiatives for getting girls involved in mathematics through STEM education. http://theprovince.com/opinion/amy-coupal-programs-help-girls-get-interested-in-science-math-and-technology. It is interesting that it is resource industry that financially backs some of these programs. I have experienced differing opinions among teachers about applying to Chevron’s Fuel Your School grants for technology.
ReplyDeleteThe definition of research subjects is complicated. I agree with you that SES as well as cultural values connected to mathematics and related careers definitely come into play. I found the study interesting in that it worked with perception of gender and mathematics, as opposed to leveled test or career outcomes.
It would be interesting to give this test to a class and have them figure out what their own assumptions are. I appreciated that one of the questions regarded enjoyment of mathematics. I have a personal belief that students can have enjoyable and fulfilling mathematical experience without thinking about competitive academic and career situation, math for math’s sake. I know that some students in my class have made direct connections between mathematics and video games, and they definitely enjoy their video games!
ReplyDeleteIn my culture, learning mathematics is critical and sensitive. Those students who are good at math consider as a smart student. I know parents who believe their children are not good at math because they were not good at mathematics. I always contradict with this belief and encourage parents to do not project their weakness on their children because parents thought and belief affect children’s thoughts and abilities. As I remember, three decades ago in my country, mathematics education was boy’s job, and girls were considered unable to do the math. On that time, boys usually were encouraged to study mathematics to have the proper knowledge to pass university entrance exam. And girls were seen as a person who does not need to study at university because she needs to stay home and take care of children. However, boys must study in university to find a well-paid job in future to manage their family.
Fortunately, nowadays, these beliefs have been changed, and girl’s study is as important as boy’s education. Girls are studying at university and are working in a well-paid job. Although nobody would talk about boy’s ability in doing mathematics, people still think girls are not good at math. However, girls achievement in universities and mathematics education such as Maryam Mirzakhani, are wiping out these beliefs.
My observation of my students shows that there is not any difference between boys and girl’s ability in learning and doing mathematics. However, girls often are more hard working compare to males. The reason behind this matter is that boys are more playful compared to girls. So, it is a little bit difficult for them to stay still and study hard. On the other hand, getting good mark is an important issue for girls, but usually, boys did not pay much attention to it.