Dispositional Positioning in the Mathematics Equation: The Gender Variable

• In Event: 66.058 - Roundtable Session 28
  In Roundtable Session: 66.058-3 - Gender Complexities in STEM Education

Abstract

There is a perception that males are more inclined to pursue careers in mathematics, enjoy mathematics, or be predisposed to mathematics than females (Spencer, Steele, and Quinn, 1999; Osborne, 2006). In an effort to demonstrate a narrowing of this perceived gender gap and conversely a significant non-gender specific trajectory toward a non-productive positioning toward mathematics, 1500+ middle school mathematics students were asked to respond to the questions “Would you consider yourself a mathematician? Why or why not?”. The intent of initial analysis of student positioning and disposition toward mathematics (as a mediator of gender differences) is to report determinate indicators of shifting. Results showed there was a significant association between responses indicating a narrowing of gender positioning gap.

Authors

• Ruby Lynch-Arroyo, University of Texas at El Paso

• Leanna Lucero, New Mexico State University