Who Likes Math Where? Gender Differences in Eighth-Graders' Attitudes around the World

Autor/inn/en	Charles, Maria; Harr, Bridget; Cech, Erin; Hendley, Alexandra
Titel	Who Likes Math Where? Gender Differences in Eighth-Graders' Attitudes around the World
Quelle	In: International Studies in Sociology of Education, 24 (2014) 1, S.85-112 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2014.895140
Schlagwörter	Gender Differences; Grade 8; Student Attitudes; Foreign Countries; Multivariate Analysis; Mathematics Education; Cross Cultural Studies; Cultural Influences; Sex Stereotypes; Social Attitudes; Personality Traits; Socioeconomic Influences; Regression (Statistics); Parent Background; Educational Attainment; Mathematics Achievement; Africa; Asia; North America + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Ausland; Multivariate Analyse; Mathematische Bildung; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; Social attidude; Soziale Einstellung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sozioökonomischer Faktor; Regression; Regressionsanalyse; Elternhaus; Bildungsabschluss; Bildungsgut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Afrika; Asien; Nordamerika
Abstract	Some of the most male-dominated science, technology, engineering and mathematics occupations and degree programmes are found in the world's most affluent societies. This article assesses whether gender gaps in "attitudes" follow similarly surprising patterns. Multivariate analysis of eighth-graders' affinity for mathematics and aspirations for mathematically related jobs in 53 countries shows that the attitudinal gender gap is indeed larger in affluent "postmaterialist" societies. Moreover, both girls and boys view mathematics more negatively in these societies. The authors suggest that cultural ideals of individual self-expression, highly prevalent under conditions of broad-based existential security, operate to reduce girls' and boys' interest in pursuits thought to be economically practical but personally non-expressive. Girls may be particularly susceptible to this negative effect, because taken-for-granted cultural beliefs about core female personality traits (and girls' gendered understandings of their own authentic inner selves) are often at odds with dominant representations of mathematical and technical work. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10