Girls' Participation in Post-16 Mathematics: A View from Pupils in Wales

Autor/in	Cann, Rosemary
Titel	Girls' Participation in Post-16 Mathematics: A View from Pupils in Wales
Quelle	In: Gender and Education, 21 (2009) 6, S.651-669 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Student Attitudes; Females; Foreign Countries; Mathematics Anxiety; Womens Education; Self Esteem; Student Participation; Mathematics Education; Secondary School Students; Secondary School Mathematics; Comparative Analysis; Small Classes; Teacher Persistence; Gender Differences; Welsh; English; Language of Instruction; Bilingualism; Institutional Characteristics; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Schülerverhalten; Weibliches Geschlecht; Ausland; 'Women''s education'; Frauenbildung; Self-esteem; Selbstaufmerksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematische Bildung; Sekundarschüler; Geschlechterkonflikt; Walisisch; English language; Englisch; Teaching language; Unterrichtssprache; Bilingualismus
Abstract	A number of studies have highlighted that anxiety, confidence and enjoyment are influential factors on students' participation in mathematics, and in particular girls' participation. This paper, based upon data collected as part of a PhD thesis, examines the effect of these influences on pupil choices within different types of secondary schools in Wales and, rather interestingly, the findings show that such factors are significantly less marked in one category of school in Wales. Girls were more likely than boys to report feelings of anxiety and a lack of confidence in mathematics in all schools in Wales, apart from in Language Streamed schools. Furthermore, students in the Language Streamed schools were most likely to enjoy mathematics compared to pupils in other schools in Wales. Reasons for such findings are related to certain school practices. Smaller classes, retaining a teacher and teacher gender all appear to have positive benefits on girls' and boys' attitudes towards mathematics. (Contains 4 notes and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10