Election of High School Mathematics by Females and Males: Attributions and Attitudes

Joan Daniels Pedro · Patricia L. Wolleat · Elizabeth H. Fennema · Ann DeVaney Becker

126 citations0/0 files storedAmerican Educational Research Journal

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Education, Achievement, and Giftedness Career Development and Diversity Gender and Technology in Education

Abstract

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.

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References

1976New directions in attribution research 1975Achievement Motivation and Attribution Theory.1976Brief Reports: Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes Toward the Learning of Mathematics by Females and Males 1978Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis.1978Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study 1978Attributional Analysis of Achievement-Related Behavior 1978Women in Mathematics: Research Perspectives for Change

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