Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education

Autor/in	Leyva, Luis A.
Titel	Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education
Quelle	In: Journal for Research in Mathematics Education, 48 (2017) 4, S.397-433 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Gender Issues; Masculinity; Misconceptions; Mathematics Education; Gender Differences; Mathematics Achievement; Educational Research; Interdisciplinary Approach; Race; Ethnicity; Social Class; Student Participation; Teacher Attitudes; Mathematics Skills; Teacher Student Relationship; Achievement Gap; Literature Reviews + Suchen Sie Ihr Suchwort? Geschlechterfrage; Männlichkeit; Missverständnis; Mathematische Bildung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsforschung; Pädagogische Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Rasse; Abstammung; Ethnizität; Social classes; Soziale Klasse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Mathematics ability; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Gender research in mathematics education has experienced methodological and theoretical shifts over the past 45 years. Although achievement studies have used assessment tools to explore and subsequently challenge the assumption of male superiority on mathematics assessments, research on participation has unpacked these studies' sex-based achievement comparisons by exploring the masculinization of mathematics through qualitative methods. This article offers a review of gender research in mathematics education with analysis of its findings as well as conceptual and empirical contributions. Current understanding of mathematics as a gendered space, however, can be further broadened through intersectional analyses of gender and its interplay with other identities (e.g., race or ethnicity, class). Implications for future gender research, particularly the adoption of intersectionality theory, are raised to inform more nuanced analyses. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01