Abstract
This study sought to explore the perceptions of female students of a secondary school regarding the infuence of gender stereotypes on their choice of mathematics and on prospects of pursuing it at tertiary level after they have successfully completed it at Advanced level. Involving a purposive sample of twenty students (11 Lower Sixth and 9 Upper Sixth) this qualitative case study employed slight quantitave data analysis. Questionnares, focus group discussions and Interviews were used to collect data. The study established that the majority of students were aware of common stereotypical conceptions that society ascribed to the learning of mathematics by girls. Gender had little impact on the decision to learn mathematics at Advanced and tertiary levels. Although some participants perceived mathematics as being more appropriate for boys than girls most participants indicated that the choice of mathematics at Advanced level and prospects of studying it at tertiary level were not so much about gender as they were about several factors. Recommendations for disabusing students’ stereotypical conceptions of the choice of mathematics choice are made from the findings of the study.
Highlights
A discussion of the choice of mathematics as a science in High school is contextualised in the global realisation of the dearth of participants in the STEM (Science, Technical, Engineering and Mathematics) in general and the gross underrepresentation of females in this critical area of the curriculum in particular
We conducted a focus group discussion with six (n=6) participants, (3 Lower Sixth and Upper Sixth formers) to collect shared understandings of the focal issue based on a variety of unique perspectives of the participants (Hennink, et al, 2011)
The stereotypes that the participating students commonly knew in relation to the choice of Advanced and tertiary levels mathematics resonate with the work from scholars in this paper (Amelink, 2012; Huhman, 2012; Powell, 2012, Spelke, 2005)
Summary
A discussion of the choice of mathematics as a science in High school is contextualised in the global realisation of the dearth of participants in the STEM (Science, Technical , Engineering and Mathematics) in general and the gross underrepresentation of females in this critical area of the curriculum in particular. Despite the universal call for gender parity and the legislation for empowering the girl-child and women through creating opportunities for females in all fields of endeavour in most countries of the world, there is an underrepresentation of females in the science, technology and mathematics (STEM ) fields. Reporting that women made up less than 25% of the workers in the engineering field in 2009 in Canada, Fisk (2011) observes that the dearth of women in the STEM fields is attributed to several factors.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
