What are some research findings or studies that have explored gender issues in mathematics education, and what have they revealed?
There have been several research studies that have explored gender issues in mathematics education. Some of these studies have revealed the following:
1. Stereotype threat: A seminal study by Claude M. Steele and Joshua Aronson (1995) found that stereotype threat can significantly impact girls' performance in mathematics. Stereotype threat refers to the fear of confirming negative stereotypes associated with one's group. The study showed that when girls were reminded of the stereotype that women are not as good as men in math, their performance decreased compared to a control group.
2. Teacher bias: A study by Jo Boaler (1997) examined how teachers' beliefs and biases affect students' opportunities to learn math. The research found that some teachers hold gender-based beliefs about math abilities, which can lead to differential treatment of boys and girls. Girls may receive less challenging math tasks and less teacher support, potentially hindering their progress in the subject.
3. Math self-concept: Research by Catherine S. Good, Daphna F. Ferrero, and Janelle L. Harris (2008) focused on gender differences in math self-concept. It revealed that girls tend to have lower math self-concept than boys, even when their actual math achievement levels are comparable. This gap in math self-concept can impact girls' motivation and persistence in pursuing math-related careers.
4. Gendered discourse in classrooms: A study by Amy Bruckman (2000) explored gendered patterns of interaction in mathematics classrooms. It revealed that boys tend to dominate whole-class discussions in math, while girls often engage in more silent participation or provide shorter answers. This gendered discourse can contribute to girls feeling less confident and marginalized in mathematics education.
5. Math anxiety: Research by Denizet-Lewis (2006) and others has shown that girls tend to experience higher levels of math anxiety compared to boys. Math anxiety can affect performance, attitude, and engagement with mathematics. Understanding the causes and consequences of math anxiety can help educators tailor interventions to support girls in overcoming this obstacle.
Overall, these studies highlight that gender issues persist in mathematics education. Factors such as stereotype threat, teacher bias, math self-concept, gendered discourse, and math anxiety can contribute to the gender gap in mathematics achievement and participation. Addressing these issues requires efforts to create inclusive and equitable mathematics classrooms, reducing stereotype threat, promoting teacher awareness, and supporting girls in building confidence in their math abilities.