Gender Differences and Achievements in Mathematics Among the Students in High School Examination in Diphu Town of Karbi Anglong District of Assam, India

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.