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Who Likes Math Where? Gender Differences in Eighth-Graders' Attitudes around the World

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Title: Who Likes Math Where? Gender Differences in Eighth-Graders' Attitudes around the World
Language: English
Authors: Charles, Maria, Harr, Bridget, Cech, Erin, Hendley, Alexandra
Source: International Studies in Sociology of Education. 2014 24(1):85-112.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Grade 8
Descriptors: Gender Differences, Grade 8, Student Attitudes, Foreign Countries, Multivariate Analysis, Mathematics Education, Cross Cultural Studies, Cultural Influences, Sex Stereotypes, Social Attitudes, Personality Traits, Socioeconomic Influences, Regression (Statistics), Parent Background, Educational Attainment, Mathematics Achievement
Geographic Terms: Africa, Asia, North America
DOI: 10.1080/09620214.2014.895140
ISSN: 0962-0214
Abstract: Some of the most male-dominated science, technology, engineering and mathematics occupations and degree programmes are found in the world's most affluent societies. This article assesses whether gender gaps in "attitudes" follow similarly surprising patterns. Multivariate analysis of eighth-graders' affinity for mathematics and aspirations for mathematically related jobs in 53 countries shows that the attitudinal gender gap is indeed larger in affluent "postmaterialist" societies. Moreover, both girls and boys view mathematics more negatively in these societies. The authors suggest that cultural ideals of individual self-expression, highly prevalent under conditions of broad-based existential security, operate to reduce girls' and boys' interest in pursuits thought to be economically practical but personally non-expressive. Girls may be particularly susceptible to this negative effect, because taken-for-granted cultural beliefs about core female personality traits (and girls' gendered understandings of their own authentic inner selves) are often at odds with dominant representations of mathematical and technical work.
Abstractor: As Provided
Number of References: 73
Entry Date: 2014
Accession Number: EJ1030249
Database: ERIC
FullText Text:
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  Data: Who Likes Math Where? Gender Differences in Eighth-Graders' Attitudes around the World
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  Data: <searchLink fieldCode="SO" term="%22International+Studies+in+Sociology+of+Education%22"><i>International Studies in Sociology of Education</i></searchLink>. 2014 24(1):85-112.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink><br /><searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink>
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  Data: 10.1080/09620214.2014.895140
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  Data: Some of the most male-dominated science, technology, engineering and mathematics occupations and degree programmes are found in the world's most affluent societies. This article assesses whether gender gaps in "attitudes" follow similarly surprising patterns. Multivariate analysis of eighth-graders' affinity for mathematics and aspirations for mathematically related jobs in 53 countries shows that the attitudinal gender gap is indeed larger in affluent "postmaterialist" societies. Moreover, both girls and boys view mathematics more negatively in these societies. The authors suggest that cultural ideals of individual self-expression, highly prevalent under conditions of broad-based existential security, operate to reduce girls' and boys' interest in pursuits thought to be economically practical but personally non-expressive. Girls may be particularly susceptible to this negative effect, because taken-for-granted cultural beliefs about core female personality traits (and girls' gendered understandings of their own authentic inner selves) are often at odds with dominant representations of mathematical and technical work.
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  Data: EJ1030249
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      – SubjectFull: Student Attitudes
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