Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment Ezri Skital, Laurentiu-Gabriel Tiru Cultural Management: Science and Education 5 No. 1 (2021) https://doi.org/10.30819/cmse.5-1.06     pp: 79-91     2021-07-15

Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment

Stichworte/keywords: Single-sex classroom, mixed-sex classroom, mathematics, girls' attitudes, gender differences

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Abstract
For many years in several countries there has been gender inequality in mathematics achievement, and girls are less likely to study and specialize in precise sciences. A primary explanation for these gender differences is sociocultural. The attitudes and perceptions prevalent in a society’s culture regarding gen-der can affect students’ attitudes and performance in maths education and their choice to pursue pro-fessional careers in maths related areas. Studies have found that learning in single-sex classrooms can influence girls’ achievements and attitudes. The goal of the present study is to examine the attitudes of girls in mixed and single-sex classrooms towards mathematics and towards gender differences in mathematics. The study population included 281 students in the fifth to ninth grades, attending state-religious schools in Israel. The participants completed a multiple-choice questionnaire, which addressed their attitudes toward mathematics and possible differences between boys and girls. Most of the girls, in both types of classrooms, expressed positive attitudes towards learning mathematics and egalitarian views, although differences were found as girls learning in mixed-sex classes expressed views that were slightly more egalitarian. In addition, girls in single-sex classrooms expressed a moderately higher agreement in the “girls are better” category.

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