Teachers and the Gender Equality Paradox in Mathematics

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Pursuit of Equity, Criticality, and Counterstories in Mathematics Education (Table 13)

Abstract

International comparisons show that countries with the most opportunities for women have greater inequality in mathematics, and inversely, those with the fewest opportunities for women post the lowest rates. Social masculinization of mathematics that is typical in the United States might not extend worldwide. We explore this phenomenon, known as the Gender Equality Paradox (GEP), from the vantage point of Israel, where a gender gap in mathematics favors girls in Arabic-language schools. The local success of girls in school mathematics notwithstanding, our survey results include that teachers tended to agree with statements describing mathematics ability as innate and boys as more talented in mathematics. We discuss the significance of this finding in relation to the GEP.

Authors

• Laurie Rubel, University of Haifa
  Presenting Author

• Juhaina Shahbari, Al-Qasemi College of Education
  Non-Presenting Author