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

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dc.contributor.authorCooper, Ian
dc.contributor.supervisorFrancis-Pelton, Leslee
dc.date.accessioned2013-08-19T22:52:37Z
dc.date.available2013-08-19T22:52:37Z
dc.date.copyright2013en_US
dc.date.issued2013-08-19
dc.degree.departmentDept. of Curriculum and Instructionen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractStudies 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.description.proquestcode0280en_US
dc.description.proquestcode0727en_US
dc.description.proquestcode0525en_US
dc.description.proquestemailicooper@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4784
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectgender biasen_US
dc.subjectmathematicsen_US
dc.subjectattitudinal differenceen_US
dc.subjectmiddle schoolen_US
dc.subjectstudent perceptionen_US
dc.subjectmixed methodsen_US
dc.titleThe Waiting Time: Student Perceptions of Gender Bias in Middle School Mathematicsen_US
dc.typeThesisen_US

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