Abstract
Girls seem to do fine in mathematics until the middle grades, when a number of factors begin to influence their mathematics achievement and attitude negatively (e.g., NCES 1997). As Yusuf (1995) points out, “Gender differences in mathematics performance are predominantly due to the accumulated effects of sex-role stereotypes in family, school, and society” (p. 187). Unfortunately, research shows that schooling exacerbates rather than improves this situation, even in the classrooms of well-meaning teachers of either gender or any ethnic background (e.g., Sadker and Sadker [1995]).
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