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Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level.
Umeå University, Faculty of Social Sciences, Department of Education.
2008 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 20, no 5, 495-509 p.Article in journal (Refereed) PublishedText
Abstract [en]

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.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2008. Vol. 20, no 5, 495-509 p.
Keyword [en]
attitudes, Fennema-Sherman MD scale, gender, mathematics, secondary school, Who and mathematics
National Category
Educational Sciences
URN: urn:nbn:se:umu:diva-117525DOI: 10.1080/09540250701805771ISI: 000258927500006OAI: diva2:908040
Available from: 2016-03-01 Created: 2016-03-01 Last updated: 2016-03-01Bibliographically approved

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Staberg, Else-Marie
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