Abstract
My aim in this session is to re-visit gender equity issues, to examine what has changed over time, and to highlight current concerns.
Beginning in the 1970s, gender differences in mathematics performance and participation in post compulsory mathematics courses have attracted considerable research attention. A careful reading of the literature has consistently revealed a considerable overlap in the performance of males and females; gender differences in performance – when found - are small. Yet gender differences in performance, most often in favour of males, have continued to be reported when above average performance is considered, for students in advanced post compulsory mathematics courses, on selected mathematical tasks assessed through standardised or large scale testings, and selection into special “gifted” programs. Over the years, means to achieve gender equity have been introduced in many countries. These have included putting in place legislation to address discriminatory practices in fields such as education and employment, media campaigns to encourage females to continue with mathematics and enter traditional male fields which rely on strong mathematical background, and welfare grants to schools to initiate special intervention programs.
Increasingly, however, perceptions of mathematics as the domain of white, middle-class males are being challenged. According to some reports, gender differences in mathematics learning are decreasing over time. When achievement is reported in terms of (usually low-stake) classroom grades, females are often rated somewhat higher than males. Indeed, in some countries the pendulum has swung to such an extent that vocal groups stridently lament the lower mathematics and academic performance and aspirations of boys, compared with girls, and argue that the diverse programs and legislation introduced in recent decades to increase females’ participation rates and levels of achievement in mathematics should now be targeted at boys. In brief, in recent years there has been renewed interest in gender differences in education generally, and in mathematics achievement and participation in particular, not only from researchers but also from practitioners and policy makers, but usually with a focus on boys.
In this session I will provide a brief overview of historical evidence describing females’ involvement in mathematics and illustrate that research on gender and mathematics education has increasingly reflected a greater diversity of inquiry methods used to examine and unpack critical factors. I will examine changing perceptions over time, highlight insights to be gained from cross cultural perspectives, and explore whether our understandings of, and reactions to, gender differences in mathematics are affected by a lesser reliance on methods favoured in psychology, and a greater acceptance of traditions prevalent in other disciplines. Whether the increased preference for qualitative research methods instead of the traditionally favoured quantitative, large scale studies is altering the research landscape will also be explored
Theoretical considerations will be supplemented by reference to “cases”. Assessment practices, changing beliefs about the perceived advantages and disadvantages of single-sex and co-educational settings and of diverse grouping practices will be among the examples to be explored.
