31.036 - The Role of Gender in Shaping Mathematics Trajectories

Session Type: Symposium

Abstract

This symposium brings together scholars who apply diverse theoretical perspectives and methodological approaches to understanding the complex ways in which math trajectories are shaped by gender. Although males and females do not differ meaningfully in mathematics aptitude (see Spelke, 2005), math achievement and career trajectories continue to be patterned by gender in complex and oftentimes paradoxical ways. The session will integrate findings from research on school achievement and learning (which often show a female advantage), with findings on gendered stereotypes and conceptualizations of school math (which often show a male advantage, and may contribute to female’s attrition from math-intensive fields). Findings presented come from studies taking a diversity of methodological approaches, including large-scale data analysis, in-depth interviews, and experimental studies.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Chair

• Emily McLaughlin Lyons, University of Chicago

Papers

• The Gap in Teacher-Assigned Grades Between High School Freshmen Boys and Girls - John Q. Easton, University of Chicago; Lauren Sartain, Consortium on Chicago School Research At The University of Chicago

• The Emergence of Gender Gaps in Math Learning During a Single High-Quality Instructional Opportunity - Emily McLaughlin Lyons, University of Chicago; Almaz Mesghina, University of Chicago; Lindsey E. Richland, University of Chicago

• Safe Spaces for Doing Mathematics: Contexts as Invitations for Participation - Melissa Sommefeld Gresalfi, Vanderbilt University; Kate Chapman

• The Development of Stereotypes Associating Gender and Intellectual Ability - Jilana Jaxon, New York University; Ryan Lei; Reut Vraneski-Shachnai; Andrei Cimpian

Discussant

• Lindsey E. Richland, University of Chicago