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Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level

På svenska

Author

  • Gerd Brandell
  • Else-Marie Staberg

Summary, in English

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.

Publishing year

2008

Language

English

Pages

495-509

Publication/Series

Gender and Education

Volume

20

Issue

5

Document type

Journal article

Publisher

Taylor & Francis

Topic

  • Mathematics

Keywords

  • secondary
  • mathematics
  • gender
  • attitudes
  • Fennema-Sherman MD scale
  • school
  • Who and mathematics

Status

Published

ISBN/ISSN/Other

  • ISSN: 1360-0516