Equal Mathematics Education for Female Students. ERIC/CUE Digest, Number 78.

Autor/inn/en	Schwartz, Wendy; Hanson, Katherine
Institution	ERIC Clearinghouse on Urban Education, New York, NY.; Education Development Center, Inc., Newton, MA. Center for Equity and Cultural Diversity.
Titel	Equal Mathematics Education for Female Students. ERIC/CUE Digest, Number 78.
Quelle	(1992), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0889-8049
Schlagwörter	Academic Achievement; Classroom Techniques; Cognitive Style; Elementary Secondary Education; Equal Education; Females; Mathematics Education; Sex Bias; Sex Differences; Sex Discrimination; Sex Fairness; Sex Role; Socialization; Student Educational Objectives; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Cognitive styles; Kognitiver Stil; Weibliches Geschlecht; Mathematische Bildung; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Geschlechterrolle; Socialisation; Sozialisation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This Digest reviews common teaching practices and methods of communication in the classroom to indicate the treatment of female students that inhibits their ability to successfully learn mathematics as well as identifying some negative attitudes about female mathematics achievement held by teachers and parents that may deter girls from continuing their mathematics education. A look at socialization issues indicates that a decline in self-esteem and capitulation to the forces of socialization encourage girls to focus on their bodies at the expense of a whole-person or achievement orientation. Exploration of learning styles finds that male styles of learning are more often found in mathematics classes, and that girls think that mathematics has no utility in their lives. An analysis of traditional teaching methods and curricula also finds that the classroom structure, designed to foster independent non-collaborative thinking, is most supportive of white male, middle-class socialization models. A review of the role of teachers in learning finds that teachers unconsciously give more attention to male students and that female students expect and receive less attention. Recommendations for change conclude the Digest. Fourteen references are included. (JB)
Anmerkungen	ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC