Girls Talk About Mathematics and Their Future: A Partial Replication

Abstract

Grade 11 girls ( n = 63) who had previously been extensively tested in Grade 8 were interviewed and readministered the Fennema-Sherman Mathematics Attitudes Scales II. Girls who had enrolled in three years of the college preparatory math sequence were contrasted with those who had taken two years. The groups were equated on three cognitive measures as assessed in Grade 8. Results confirmed previous research in these ways: “fear of success” in math became less from Grade 8 to Grade 11; girls continuing in math had more positive attitudes toward math, came from more favored environments, were closer to parents and more influenced by them. Most girls planned to combine work, marriage and children, but plans were poorly articulated in relationship to each other; 29% would play dumb while 76% said other girls do. Results demonstrate developing sex-role strain.