THE IMPACT OF GENDER, MASCULINITY, AND FEMININITY ON MATH ACHIEVEMENT AND COURSE DECISIONS
Abstract
There were two major purposes for this study. One was to assess the impact of the psychological attributes of masculinity and femininity on achievement in mathematics. The second purpose dealt with factors used in decision-making by eighth graders when faced with mathematics course-taking choices. The research questions asked were the following: (1) Did achievement in mathematics differ by sex or sex role identity? (2) Did student decision-makers rely on the six information cues (career usefulness, parental support, female friends support, male friends support, teacher support, and achievement) differently by sex or sex role identity when choosing future mathematics courses? The sample consisted of 350 eighth grade students from two junior high schools, one from a medium-sized Midwestern city setting, the other in a university community. Achievement scores were obtained from school records. Masculinity and femininity were measured by the Spence-Helmreich Personal Attributes Questionnaire. Eighty-seven of the eighth graders participated in a simulation decision-making exercise using 140 cue profiles. The effects of sex, masculinity and femininity on achievement were assessed using analyses of variance and multiple regression. No sex differences were found in mathematics achievement for measures of concepts, problem-solving, and a total achievement score; however, females did significantly better than males in computation. Students classified as androgynous and masculine had significantly higher achievement scores in mathematics than those classified as feminine and undifferentiated. Factors influencing choice of mathematics courses were examined using the Brunswick Lens Model. Results revealed that both males and females based math course-taking decisions on career usefulness and achievement score cues, but females ranked male friends as very influential in math course choices. Parent and female friends were perceived as the least influential for both sexes. Teachers affected females' decisions more than decisions made by males relative to math course choices.
Degree
Ph.D.
Subject Area
Mathematics education
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