Abstract
This paper reports from a large scale action research study on gender issues emerging in the context of mathematics education. Gender equity has been a source of discussion and contention in the educational community for a number of years. In light of the under representation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. The findings and outcomes indicate that the socio economic conditions of parents and school Proprietorship affect the gender difference in the achievements in Mathematics in High School Leaving Certificate (HSLC) examination. Educational implications have been highlighted.
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.
