Students' Gendered Perceptions of Mathematics in Middle Grades Single-Sex and Coeducational Classrooms

Autor/inn/en	Kombe, Dennis; Che, S. Megan; Bridges, William
Titel	Students' Gendered Perceptions of Mathematics in Middle Grades Single-Sex and Coeducational Classrooms
Quelle	In: School Science and Mathematics, 119 (2019) 7, S.417-427 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12363
Schlagwörter	Gender Differences; Middle School Students; Single Sex Classes; Coeducation; Public Schools; Sex Stereotypes; Sex Role; Mathematics Instruction; Student Attitudes; Correlation; Student Characteristics; Teacher Characteristics; Comparative Analysis + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Koedukation; Public school; Öffentliche Schule; Geschlechterrolle; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Korrelation
Abstract	With the introduction of single-sex classroom settings in coeducational public schools, there is an ongoing debate as to whether single-sex education may reduce or reinforce traditional stereotypes and gender roles. In this article we present findings from a study that investigated the extent to which mathematics is perceived as a gendered domain among adolescent students enrolled in single-sex classes and coeducational classes. Further we analyzed the relationships between student characteristics, class-type, and teacher variables on students' perceptions of gender in mathematics. Findings from this study challenge the traditional view of mathematics as a male domain. Female participants more frequently considered mathematics to be a female domain than the male participants. Male participants, on the other hand, typically did not stereotype the mathematics as a gendered domain. Results from this study do not indicate, for girls at least, that participation in single-sex classes results in a greater propensity to stereotype mathematics as a gendered domain than would be the case in coeducational classes. This study contributes to the evolving discourse and understanding of adolescents' gendered attitudes and beliefs towards mathematics--especially in light of stereotyped assertions that have a bearing on efforts to promote the learning of mathematics and science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01