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20

Most of the research on gender and math education is focused on student gender differences. However, a few references can be found that focus on the what differences there may be based on the gender of the teacher. One thing that appears to be common among some of these studies appears to be that perception of student performance varies based on gender of ...


18

I'm a female who was often 'the only one' and later became a teacher in classes with 'only one' or very few females. When I was a student in a normal (say 100th-ranked university), I just worked hard (and screwed up the grading curve for everyone hehehe) and didn't notice the gender ratio or whatever. Then I moved to grad school at a really elite school ...


18

(I am a woman in my last year of a PhD in low-dimensional topology, I'll be a postdoc in the fall, and I have research aspirations. I'm mostly trying to articulate how I got to this stage in my life. In a real sense, my answer shouldn't matter very much since the many things that keep women away from mathematics clearly didn't work on me too well, or on the ...


16

Here is one article in PNAS. The final sentence quoted below is a summary: "creating small groups with high proportions of women [...] is one way to keep women engaged [...]" Dasgupta, Nilanjana, Melissa McManus Scircle, and Matthew Hunsinger. "Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in ...


16

I think there is no clear answer, although there has been some research on this topic. I remember one study which focussed on gender differences of university math students: Mischau, A., Bl├Ąttel-Mink, B., Daniels, J., & Lehmann, J. (2004). Doing gender in mathematics: indications for more gender equality in German universities? Bielefeld: IFF. The ...


12

A study I have read indicates that female teachers' math anxiety (negatively) affects girls' math achievement at the elementary level, which would run counter to your claim that women are "better" for math teachers at the elementary level. (However, as a woman myself, this to me means that we need to do better at countering math anxiety in our female ...


12

First, we need to be aware of the ways that women are discouraged, and when those are not related to what mathematics is, we need to change the culture. Does math have to be approached as a competitive sport? No. Related to this concern, please note that I am the only obvious woman in the top 40 users here. There are plenty of women blogging about math and ...


10

Two fundamental issues, in my observation: pathetically, quite a few (male) people subconsciously decide that, while they are not athletes or whatever, their machismo can be proven in ... mathematics. By math contests and being aggressive in class. Vehicle for ego. As a consequence, there's the "oop, it's not macho if chix can do it, too" unfortunate-riff... ...


8

Peter Liljedahl has done research showing that visibly random grouping increases student participation. I have been doing this in some math classes, and I like how it is working out. Citation: Liljedahl, P. (in press). The affordances of using visually random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.) Transforming Mathematics ...


6

I see the original question as actually two questions asked here: How do we engage women into studying mathematics? How do we get women to become mathematicians? Studying mathematics for the goal of becoming mathematicians (pure, applied, etc.) is a subset to the first question. For the first question, I have read about some of Jo Boaler's research in ...


2

To directly answer your question: here's an oft-cited work from 1999 that showed that the gender in the word problems can influence performance through stereotype threat (although it did not account for the entire achievement gap in gender): Walsh, M., Hickey, C., & Duffy, J. (1999). Influence of Item Content and Stereotype Situation on Gender ...


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