The Waiting Time: Student Perceptions of Gender Bias in Middle School Mathematics

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dc.contributor.author Cooper, Ian
dc.date.accessioned 2013-08-19T22:52:37Z
dc.date.available 2013-08-19T22:52:37Z
dc.date.copyright 2013 en_US
dc.date.issued 2013-08-19
dc.identifier.uri http://hdl.handle.net/1828/4784
dc.description.abstract Studies have shown that girls’ attitudes toward math are not as positive as that of boys (Fennema, & Sherman, 1977; Eccles, & Blumenfeld, 1985; Guimond, & Roussel, 2001). Crucially, research has also shown that this gender imbalance is a learned trait, female students in high school are more likely to have negative perceptions of Mathematics, than female students in elementary school (Spears Brown, & Bigler, 2004; Maritnot, 2012). This mixed methods research study examined the perceptions of gender bias in Grade 8 mathematics at West Rock Middle School, surveying 45 participants, (20 male, 25 female). A modified Fennema-Sherman Mathematics Attitude Scale, in combination with a Forgasz and Leder Who and Mathematics Scale, was used to uncover a slight variability in achievement and attitudinal scores between genders in a middle school mathematics class. A follow-up semi-structured interview with six students (two male, four female) determined that that variance seemed not to be due to a student perception of gender bias, but, rather, a multitude of attitudinal concerns. en_US
dc.language.iso en en_US
dc.subject gender bias en_US
dc.subject mathematics en_US
dc.subject attitudinal difference en_US
dc.subject middle school en_US
dc.subject student perception en_US
dc.subject mixed methods en_US
dc.title The Waiting Time: Student Perceptions of Gender Bias in Middle School Mathematics en_US
dc.type Thesis en_US
dc.contributor.supervisor Francis-Pelton, Leslee
dc.degree.department Dept. of Curriculum and Instruction en_US
dc.degree.level Master of Arts M.A. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US
dc.description.proquestcode 0280 en_US
dc.description.proquestcode 0727 en_US
dc.description.proquestcode 0525 en_US

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