Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level
(2008) In Gender and Education 20(5). p.495-509- Abstract
- The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender-neutral domain. A sample of 1300 students in two age groups, 15- and 17-years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold... (More)
- The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender-neutral domain. A sample of 1300 students in two age groups, 15- and 17-years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold more strongly gendered views than younger. Boys in the science programme have the strongest beliefs of mathematics as a male domain. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1246974
- author
- Brandell, Gerd LU and Staberg, Else-Marie
- organization
- publishing date
- 2008
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- secondary, mathematics, gender, attitudes, Fennema-Sherman MD scale, school, Who and mathematics
- in
- Gender and Education
- volume
- 20
- issue
- 5
- pages
- 495 - 509
- publisher
- Taylor & Francis
- external identifiers
-
- wos:000258927500006
- scopus:51049088796
- ISSN
- 1360-0516
- DOI
- 10.1080/09540250701805771
- language
- English
- LU publication?
- yes
- id
- cb9e959f-4e0c-4d61-8bdb-868966604c77 (old id 1246974)
- date added to LUP
- 2016-04-01 14:01:04
- date last changed
- 2022-02-19 08:41:42
@article{cb9e959f-4e0c-4d61-8bdb-868966604c77,
abstract = {{The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender-neutral domain. A sample of 1300 students in two age groups, 15- and 17-years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold more strongly gendered views than younger. Boys in the science programme have the strongest beliefs of mathematics as a male domain.}},
author = {{Brandell, Gerd and Staberg, Else-Marie}},
issn = {{1360-0516}},
keywords = {{secondary; mathematics; gender; attitudes; Fennema-Sherman MD scale; school; Who and mathematics}},
language = {{eng}},
number = {{5}},
pages = {{495--509}},
publisher = {{Taylor & Francis}},
series = {{Gender and Education}},
title = {{Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level}},
url = {{http://dx.doi.org/10.1080/09540250701805771}},
doi = {{10.1080/09540250701805771}},
volume = {{20}},
year = {{2008}},
}