Mathematics and Science Inequalities in the United Kingdom: When Elitism, Sexism and Culture Collide

Autor/inn/en	Boaler, Jo; Altendorff, Lori; Kent, Geoff
Titel	Mathematics and Science Inequalities in the United Kingdom: When Elitism, Sexism and Culture Collide
Quelle	In: Oxford Review of Education, 37 (2011) 4, S.457-484 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2011.595551
Schlagwörter	Foreign Countries; Gender Discrimination; Gender Bias; Gender Differences; Social Class; Social Differences; Ethnicity; Ideology; Barriers; Mathematics Achievement; Science Achievement; Student Participation; Pattern Recognition; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Geschlechterstereotyp; Geschlechterkonflikt; Social classes; Soziale Klasse; Sozialer Unterschied; Ethnizität; Ideologie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mustererkennung; Großbritannien
Abstract	An examination of gender, social class and ethnicity performance and participation patterns in different UK countries shows that inequities occur in relation to gender, class and ethnicity but that the patterns of inequity look quite different in the three domains. Achievement is equal for different genders but many more males take mathematics forward to advanced levels; social class differences persist in both achievement and participation; and ethnicity shows a varied pattern with some groups performing and participating at particularly high levels and some particularly low. This paper identifies some critical issues that we face in making mathematics and science equitable and begins to analyse some of the barriers that stand in the way of students who are female, and from some ethnic and social groups. (Contains 1 note, 7 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10