ADDRESSING THE GENDER GAP IN MATHEMATICS: THE IMPACT OF SUPPLEMENTARY SINGLE-SEX MATHEMATICS CLASSES ON MIDDLE SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY, SENSE OF BELONGING, AND ACHIEVEMENT

mathematics;achievement;gender gap;self-efficacy;sense of belonging;not listed

Brock, Susanna LawrenceParé-Blagoev, Elizabeth J. (Juliana) ;

Johns Hopkins University

关键词: mathematics;    achievement;    gender gap;    self-efficacy;    sense of belonging;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/58665/BROCK-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

The purpose of this mixed-methods study was to assess the gender gap in mathematics achievement, self-efficacy and sense of belonging in a co-educational middle school context and to determine if an all-girls supplementary mathematics class, or ;;math workshop,” could help to close this mathematics gender gap for high-ability students in fifth and seventh grades. A pre-test-post-test design with multiple comparison groups was used to assess the intervention using standardized test data and student survey responses. The results suggested that the intervention helped to close the gender gap between high-ability boys and girls who were enrolled in accelerated mathematics classes. High-ability girls gained more scaled score point on the annual standardized mathematics test than high-ability boys, t(57)=-2.36, p=.022, d=.60. Analysis of survey responses indicated that students who participated in the math workshop intervention saw a greater increase in sense of belonging scores compared to student who did not receive the intervention, t(200)=2.299, p=.023. However, this result was not significant by gender. Thus, the intervention appeared to have been mediated more by a change in students’ sense of belonging in mathematics than their self-efficacy. Interviews with girls who participated in the intervention suggested that the opportunity to work with peers was a central component of their increased sense of belonging in this academic context.