Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Examining The Relationship Between Teacher Math Gender Stereotypes And Students Math Outcomes
Download Examining The Relationship Between Teacher Math Gender Stereotypes And Students Math Outcomes full books in PDF, epub, and Kindle. Read online Examining The Relationship Between Teacher Math Gender Stereotypes And Students Math Outcomes ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Examining the Relationship Between Teacher Math-Gender Stereotypes and Students' Math Outcomes by : Rachel Conlon
Download or read book Examining the Relationship Between Teacher Math-Gender Stereotypes and Students' Math Outcomes written by Rachel Conlon and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common stereotypes contend that boys have more natural ability and interest in math than do girls, which may contribute to the underrepresentation of women in some Science, Technology, Engineering and Math fields. Research suggests that many teachers endorse these stereotypes to some extent. These stereotypes have the potential to be transferred to their students via their behavior, which may impact math self-concept and achievement, particularly in girls. Thus, we hypothesized that math-gender stereotyping in teachers would be associated with lower math achievement and self-concept in their female, but not male students, and that student math-gender stereotyping would mediate these relationships. In a sample of 2,387 kindergarten through 3rd grade students and their 223 teachers from 30 schools in the United States, we measured student math achievement and self-concept in Fall and Spring of the 2018/19 school year. We also measured math-gender stereotyped beliefs in both the teachers and the 3rd grade students from the sample. We found evidence of male-biased math-gender stereotypes in both teachers and male students, and female-biased stereotypes in female students. Using multi-level models, we found that there were no significant relations between teacher stereotyping and student math achievement or self-concept. We also found no relation between teacher stereotyping and student stereotyping in the 3rd grade students, and thus did not test the overall mediation model. However, when stereotypes about men and women were examined separately from those about girls and boys, we found that male-biased stereotyping about adults in teachers was associated with higher math achievement overall, and higher stereotyping and lower math self-concept in 3rd grade boys. We suggest that teacher math-gender stereotyping overall may not be a particularly effective avenue for intervention to improve math outcomes for female students, but that the influence of stereotypes about adults specifically merits exploration. Future research with a developmental approach is required understand how these relations may change over time and what potential gender stereotyping may have as a candidate for intervention as children grow.
Book Synopsis Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives by : Kinga Morsanyi
Download or read book Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives written by Kinga Morsanyi and published by Frontiers Media SA. This book was released on 2017-01-19 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematical anxiety is a feeling of tension, apprehension or fear which arises when a person is faced with mathematical content. The negative consequences of mathematical anxiety are well-documented. Students with high levels of mathematical anxiety might underperform in important test situations, they tend to hold negative attitudes towards mathematics, and they are likely to opt out of elective mathematics courses, which also affects their career opportunities. Although at the university level many students do not continue to study mathematics, social science students are confronted with the fact that their disciplines involve learning about statistics - another potential source of anxiety for students who are uncomfortable with dealing with numerical content. Research on mathematical anxiety is a truly interdisciplinary field with contributions from educational, developmental, cognitive, social and neuroscience researchers. The current collection of papers demonstrates the diversity of the field, offering both new empirical contributions and reviews of existing studies. The contributors also outline future directions for this line of research.
Book Synopsis Masculinities In Mathematics by : Mendick, Heather
Download or read book Masculinities In Mathematics written by Mendick, Heather and published by McGraw-Hill Education (UK). This book was released on 2006-06-01 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: "We desperately need more people with good mathematical qualifications to fill many posts in numerate occupations, yet the numbers choosing to continue studying mathematics have fallen over the last 10 years. This book is important as it investigates how mathematics is aligned with masculinity and hence is not attractive to a significant part of the population. It is also challenging, scholarly, and a thoroughly good read. It reports the results of carefully designed research on gender and choice, and includes some fascinating individual case-studies. It should make us all reflecton what we are doing and how we can repair the damage." Margaret Brown, Professor of Mathematical Education, King's College London "The book speaks to me as one of those texts that will become seminal in mathematics education. It is original, refreshing, and despite a complicated plot, points to some ways forward. It is engagingly written, if at times perhaps a little bit no-nonsense in tone. It will be of interest to teachers and teacher educators, as well as providing a theoretical stance that should inform future research." British Educational Research Journal The study of mathematics, together with other 'gendered' subjects such as science and engineering, usually attracts more male than female pupils, particularly at more advanced levels. In this book Heather Mendick explores this phenomenon, addressing the important question of why more boys than girls choose to study mathematics. She combines new research with an original theoretical approach to argue that 'doing mathematics is doing masculinity'. The book illuminates what studying mathematics means for both students and teachers and offers a broad range of insights into students' views and practices. In addition to the words of young people learning mathematics, the masculinity of mathematics is explored through historical material and cinematic representations. Heather Mendick discusses the ways in which the alignment of mathematics with masculinity creates tensions for girls and women doing the subject. These tensions are sensitively explored through interviews with young men and women, to show how doing mathematics fits or conflicts with their gender identities. Finally, the book explores the implications for teachers, including ways to promote gender equity in mathematics education. This is key reading for students on courses in gender and education, mathematics education, gender and curriculum, and social justice.
Book Synopsis Mathematics and Gender by : Elizabeth Fennema
Download or read book Mathematics and Gender written by Elizabeth Fennema and published by Teachers College Press. This book was released on 1990 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection describes how the Autonomous Learning Behaviours (ALB) model, formulated by Fennema and Peterson, specifically relates to gender differences in mathematics education, learning and performance. The book provides a background to the debate on gender differences; considers the interactions between internal beliefs and external influences, as well as their effects on learning math; and provides a summary of the latest research relevant to the ALB model. Gender differences in learning mathematics is examined from a variety of perspectives, strengthened by longitudinal studies and a cross-cultural American and Australian perspective..
Book Synopsis Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy by :
Download or read book Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy written by and published by . This book was released on 2017 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students' feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students’ perceptions of their 9th math teacher’s fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students' math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.
Book Synopsis Gender Differences in Mathematics by : Ann M. Gallagher
Download or read book Gender Differences in Mathematics written by Ann M. Gallagher and published by Cambridge University Press. This book was released on 2004-12-27 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Book Synopsis Gender, Science and Mathematics by : L. H. Parker
Download or read book Gender, Science and Mathematics written by L. H. Parker and published by Springer Science & Business Media. This book was released on 1995-12-31 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the Western world, the relationship between gender, science and math ematics has emerged as critical in a variety of contexts. In tertiary institutions, the study of "gender issues", frequently with reference to science and mathematics, is of central significance to many disciplines. Gender studies are being offered as sepa rate courses or parts of existing courses in preservice and postgraduate teacher edu cation, women's studies, technology studies and policy studies. In addition, in the broader context of education at all levels from primary/elementary through to higher, concerned policy-makers and practitioners frequently focus on the interaction of gender, science and mathematics in their attempts to reform and improve education for all students. In all of these contexts, there is an urgent need for suitable texts, both to provide resources for teachers and students and to inform policy-makers and practitioners. This book has been developed specifically to meet this need. It is designed to be used throughout the world in a variety of tertiary courses and by policy-makers concerned with activities which interface with the gender/science/mathematics rela tionship. It provides examples which illustrate vividly the rich field from which practitioners and policy-makers in this area now can draw. Its particular appeal will stem from its practical approach and creative future perspective, the international renown of the authors and the generalisability of the recent research and thinking presented in each of the chapters.
Book Synopsis Stereotype Threat by : Michael Inzlicht
Download or read book Stereotype Threat written by Michael Inzlicht and published by Oxford University Press. This book was released on 2012 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.
Book Synopsis The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap by : Joseph P. Robinson
Download or read book The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap written by Joseph P. Robinson and published by . This book was released on 2011 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars have identified mathematics gender gaps favoring males as early as kindergarten or first grade, particularly at the top of the achievement distribution (Penner & Paret, 2008; Rathbun, West & Germino-Hausken, 2004; Robinson & Lubienski, 2011). These relatively small achievement disparities precede larger differences in students' career choices. For example, men recently earned 82% of engineering bachelor's degrees, while women earned only 18% (Dey & Hill, 2007). Women's under-representation in math-related careers both limits the pool of talented people contributing to those fields and leaves disproportionate numbers of women in lower-paying occupations. In examining the possible origins of these early math gender gaps, previous researchers looked inside mathematics classrooms and found that teachers tended to hold higher expectations of their male students and to view mathematics as a male domain (Li, 1999). Yet, in contrast to this previous work, recent, large-scale studies suggest that teachers actually rate the performance of girls more favorably than the performance of males (e.g., Fryer & Levitt, 2010; Robinson & Lubienski, 2011). Given gender disparities in mathematics-related careers, the new findings seem to be promising news if teachers' positive assessments help level the playing field for future generations of women in STEM careers. However, these initial estimates of teachers' female bias may be misleading, confounding achievement with behavior and learning approaches. Indeed, prior research has revealed that girls tend to exhibit more on-task behavior and positive approaches to learning behavior in schools (Forgasz & Leder, 2001; Ready, LoGerfo, Lee & Burkam, 2005). Hence, teachers might conflate "good girl" behavior with mathematics proficiency. This study untangles these issues, examining whether teachers in a national sample rate boys' math proficiency higher than that of girls when boys and girls behave similarly, have similar approaches to learning, and have the same past and current test scores. This study also examines whether teachers' tendency to rate boys or girls higher is causally linked to the widening gender gap in mathematics in early elementary school. In prior research, mathematics achievement gaps favoring males were found to widen during early elementary school; however, teachers tended to rate girls' mathematics proficiency higher than that of boys with similar mathematics test scores (Robinson & Lubienski, 2011). This research builds upon this prior work by examining the following two research questions: (1) Do teachers still rate the mathematics proficiency of girls higher when boys and girls are equated in terms of demographics, prior achievement, behavior, and teacher-reported approaches to learning? (Study 1); and (2) If teachers do have a tendency to rate observationally-similar boys and girls differently, do these differential ratings have an effect on the development of the mathematics gender gap in elementary school (Study 2)? This research uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which is nationally representative of the kindergarten class of 1998-99 when the NCES-provided sampling weights are used. As Robinson and Lubienski (2011) demonstrated, the math gender gap develops early--in the first few years of formal schooling, growing from nonexistent in the fall of kindergarten to a male advantage of about 0.25 standard deviations by third grade. Study 1 demonstrates that teachers rate the math skills of girls lower than those of observationally similar boys. That is, conditioning on math achievement histories, behavior, approaches to learning, race, age, SES, and even looking at boys and girls with the same teachers, girls' skills are rated to be more than one-tenth of a standard deviation lower than boys. This pattern is consistent throughout elementary school. Lamentably, even when conditioning on "current" math achievement, girls are still rated lower (as shown in Figure 1). There is no evidence of similar ratings disadvantage for black or Hispanic students; and there is no evidence that girls are rated higher in reading. Thus, this teacher underrating phenomenon is unique to girls and math performance. Study 2 demonstrates that girls lose ground in math to boys in every period examined (from the spring of kindergarten through fifth grade), consistent with recent studies (Fryer & Levitt, 2010; Robinson & Lubienski, 2011). However, when the authors account for the effects of teachers' expectancies, they find that girls lose far less ground. Their analyses tested the instruments used (i.e., they tested if prior teacher ratings were correlated with conditional achievement gains in a way other than through teacher ratings), and they found no evidence to suggest they were invalid. Overall, the results suggest if teachers did not believe that boys had higher math proficiency than similar girls, then girls would lose about 40-75% less ground in math achievement in each period examined. Raising awareness of--and hopefully, reducing--the tendency for teachers to rate males higher in math may thus go a long way to close the gender achievement gap in math. (Contains 4 figures, 2 tables and 2 footnotes.
Download or read book Gender written by Stacy Alaimo and published by Macmillan Reference USA. This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Approaches matter not only from a scientific perspective but also from a humanities and social science perspective, asking what role matter plays in feminist, queer, and other social and political theories. Also grapples with how changes to matter, or the biophysical world, affect what sex and gender may mean in the twenty-first century"--
Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Book Synopsis Catalog by : Women's Educational Equity Act Resource Center
Download or read book Catalog written by Women's Educational Equity Act Resource Center and published by . This book was released on 2000 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Gender differences and disparities in socialization contexts: How do they matter for healthy relationships, wellbeing, and achievement-related outcomes? by : Caterina Fiorilli
Download or read book Gender differences and disparities in socialization contexts: How do they matter for healthy relationships, wellbeing, and achievement-related outcomes? written by Caterina Fiorilli and published by Frontiers Media SA. This book was released on 2023-01-05 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Teacher Gender on Mathematics Achievement of First-grade Students by : Werner Joseph Barnett
Download or read book The Effects of Teacher Gender on Mathematics Achievement of First-grade Students written by Werner Joseph Barnett and published by . This book was released on 1979 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the Study The purpose of the study was to determine whether there were significant statistical differences in achievement between first-grade students taught mathematics by male teachers as compared to first-grade students taught mathematics by female teachers. A substantive hypothesis was formed, which stated: "This writer hypothesizes that mean-gain scores are independent of teacher gender." Two null hypotheses were formed and tested: (1) Acquisition of mathematics concepts by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series; and (2) Acquisition of mathematics computation knowledge by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series. Six subhypotheses were formed for each null hypothesis. The sub-hypotheses dealt with all possible combinations of teacher-student groupings. Procedures A total of 206 first-grade students participated in the study. Four male first-grade teachers were found. Six female first-grade teachers were matched with the male first-grade teachers. A pre-test was administered to the students in October and early November. A posttest was administered to the same students in May. Differences in the results of these two tests were computed as mean-gain scores. The null hypotheses were tested by analysis of covariance. The sub-hypotheses had all possible t-tests applied to them. Findings The findings of this study indicated the need to reject null hypothesis number one and number two. The effect of teacher gender was statistically significant for these null hypotheses. Students taught by male teachers had significantly higher mean-gain scores than students taught by female teachers. The gender of the student was not significant. Five of the twelve sub-hypotheses also had to be rejected due to the effects of teacher gender. Recommendations In view of the findings of this study, the writer offers the follow ing recommendations to schools of teacher education, public schools, and other groups concerned with having a balance of male and female teachers throughout the range of grade levels and subject matter: 1. Dropping the barriers that may prevent either gender from teaching at any grade or subject area. 2. Exercising strict control over such variables as quality of teachers, enthusiasm for teaching, and views on testing needs and procedure, before attempting a study of the influence of teacher gender. 3. Researching further in other areas of the curriculum to see if there are differences due to teacher gender in these other areas. 4. Conducting needed long-range studies of the effect of teacher gender on primary-grade students. 5. Using a large population of subjects to do research in the area of both social and academic influence exerted by teacher gender. 6. Conducting studies of the effects of items on the survey to determine the importance of each as it relates to mathematics achievement.
Book Synopsis Gender and Mathematics by : Leone Burton
Download or read book Gender and Mathematics written by Leone Burton and published by Burns & Oates. This book was released on 1990 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Papers presented at a symposium held during the Sixth International Congress on Mathematics Education, Budapest, Hungary, in 1988.
Book Synopsis Mathematics & Gender by : Elizabeth Fennema
Download or read book Mathematics & Gender written by Elizabeth Fennema and published by . This book was released on 1993 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Australian edition of a collection, first published in the US in 1990, of nine essays and reports examining gender issues in mathematics and looking at gender equality in mathematics and mathematics education. The editors teach mathematics at the University of Wisconsin and education at Monash University respectively. Indexed.
Book Synopsis The School Context of Gender Disparities in Math Motivation by : Christina Marie Branom
Download or read book The School Context of Gender Disparities in Math Motivation written by Christina Marie Branom and published by . This book was released on 2013 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Females are still vastly underrepresented in math and science careers. This may be partly due to continued gender disparities in math and science motivation (i.e., the cognitions and emotions that drive math and science related choices and behaviors). Yet the effect of school contexts on these disparities is still unclear. School effects research has mostly focused on schools' role in achievement outcomes, while research on student motivation, including gender differences in math motivation, has primarily studied the contribution of individual-level factors to motivation. There are numerous policy and practice implications that can emerge from the finding that schools impact motivation even after controlling for student and family characteristics. Determining what school features are related to gender disparities could inform classroom and school-wide reforms to improve girls' math and science motivation. Therefore, this study not only adds to the school effects and motivation literatures, but it could also shape education policy and practice by examining the school context of gender disparities in math motivation. To study school contributions to student motivational outcomes, data from the National High School Longitudinal Study of 2009 were analyzed. The survey tapped into students' and teachers' perceptions of their schools, significant school features (e.g., school sector and teaching quality) as well as students' 1) beliefs about their math ability, 2) interest in math 3) perceived usefulness of math, and 4) intentions to take math in the future. Multi-level modeling was used to assess school-level features that contribute to gender disparities in math motivation. Results suggest student perceptions of teachers are strongly associated with between-school differences in math motivation, as well as gender disparities in motivation. For schools in which females were strongly motivated for math compared to males, students reported highly positive relationships with their math teachers. The results from this study will help professionals involved in education recognize the role of math teaching climate and quality in enhancing the math motivation of underrepresented female students.
