eric.ed.gov har udgivet: This survey of 316 Precalculus, Calculus AB, and Calculus BC students from markedly different socioeconomic levels in four district high schools in San Antonio, Texas, looked at factors that have traditionally caused women to avoid mathematics, and attempted to discover which of them continue to influence women’s decisions to reject the discipline. The questionnaire contained 25 questions based on assumptions drawn from literature on the subject. Reported and discussed are all differences in gender opinion above 9 percentage points, even though a difference of 11.4 percentage points would begin to indicate a statistically significant result. Findings where such differences occur showed that: (1) mathematics enrollment favored men, especially in BC Calculus; (2) female respondents more frequently perceived no bias in teacher expectations; (3) female students less frequently… Continue Reading →
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eric.ed.gov har udgivet: In 1991, the President announced America 2000, a complex and long-range plan designed to move every community toward the six national education goals. Consistent with this, the Office for Civil Rights instituted a National Enforcement Strategy designed to help protect equal educational opportunity for all students. This pamphlet has been prepared principally for elementary and secondary school teachers, counselors, and administrators who serve in school systems that have programs or activities that receive federal financial assistance. It reviews survey data concerning the representation of minority and female students in math and science courses at the elementary and secondary level and attainment of postsecondary degrees in these academic disciplines. Also, information is provided, based on research findings and experience gained to date, on ways for improving interest and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article reports results of an ethnographic study of how girls are positioned, and position themselves, in relation to gender regimes in three vocational programmes in Swedish upper secondary education: Restaurant Management & Food, Health & Social Care, and Vehicle & Transport. The comparison shows that there are different possible feminine positions where the girls resist and comply to varying degrees both within and between the programmes, with expectations interrelated with discourses of consumption, caring and production. However, generally the position of emphasised femininity is most prominent and becoming a female worker in the programmes’ settings involves complying with feminine ideals of a caring discourse, regardless of whether the VET is oriented towards education for masculine production work,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT In spite of the fact that labour market structures and mechanisms vary geographically between countries from the same region as the Gulf Cooperation Council (GCC) states, spatial variations of labour force participation can also be identified in every single country. Local variations in women’s employment are often influenced by several driving forces particularly modernization characteristics. In this research, advanced GIS algorithms were utilized to model female labour force participation (FLFP) in Oman. Several explanatory variables such as female… Continue Reading →
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eric.ed.gov har udgivet: Women are underrepresented in Science, Technology, Engineering, and Math (STEM) fields of study and careers with a subset of STEM–Technology Education–possibly one of the least integrated fields for women as students and as professionals. What accounts for this situation and what are potential remedies? The purpose of this study was to learn about the ways in which female technology education teachers understand sources of influence on their career choices. The findings from this study are intended to provide insights into the participants’ perspectives that might shed light on how to better encourage females to aspire to and enter technology education as a profession. The conclusions derived from this study may help to create a deeper understanding of how women move beyond cultural barriers and make “unexpected transitions”… Continue Reading →
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eric.ed.gov har udgivet: What was the role of imperfect local information in the growth, gender gap, and STEM (Science, Technology, Engineering and Math) major selection of early 20th century American universities? In order to examine pre-1950 American higher education, this study constructs four rich panel datasets covering most students, high school teachers, and doctors in the state of California between 1893 and 1946 using recently-digitized administrative and commercial directories. Students attending large California universities came from more than 600 California towns by 1910, with substantial geographic heterogeneity in female participation and STEM major selection. About 43 percent of university students in 1900 were women, and the number of women attending these universities increased by more than 500 percent between 1900 and 1940. Meanwhile, the number of California towns with female… Continue Reading →
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eric.ed.gov har udgivet: African American women are underrepresented in STEM (science, technology, engineering and math) fields (Catsambis, 1994). The socialization and “under-education” of African American female students engenders ideas of inferiority, while the presence of an inferior race, sex and class, in one body, may produce an ideology of mediocrity. Data findings from NCES (national center for education statistics), College Board, the 2008-2009 Baccalaureate and beyond longitudinal study reaffirm African American girls’ weakness in math and science (NCES, 2009, 2011; College Board, 2011). To prevent African American female students from accepting societal beliefs that blame disparities in math and science on racial or gender inferiorities, recommendations encourage teachers to re-educate this group of girls by employing culturally relevant teaching practices that will undermine gender and racial biases within the classroom.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The study investigated the influence of identity formation on the perceptions and participation of Zimbabwean Advanced Level (A’ Level) female adolescent students in physics. Nine female adolescent students eighteen years and above: three doing mathematics and physics, one doing physics without mathematics and five doing mathematics without physics were purposively selected. The data generating instruments used were semi-structured interview and classroom observation guides as well as document analysis. Findings show that female students associate scientists within a masculine framework in a Eurocentric environment, specifically those scientists who are depicted in their textbooks. The female students doing physics had a positive physics identity which resulted in the formation of positive perceptions towards physics and their participation in the subject.… Continue Reading →
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eric.ed.gov har udgivet: This research investigated the impact of Scientix STEM (Science, Technology, Engineering and Maths) on female candidate teachers’ attitudes towards STEM education, their semantic perceptions of STEM discipline scopes, specifying their needs in writing STEM projects, their learning outcomes from education, and the difficulties they face in the process of project writing. Prior to the education process, the participants were given a STEM educational attitude scale, a STEM semantic contrast scale, and a questionnaire with open-ended questions to make them understand the semantic background. At the end of the training, they were given a STEM education evaluation questionnaire with open-ended questions and the same scales were used. The contents of the projects they wrote were evaluated. In the end, a meaningful difference was observed in the attitudes of… Continue Reading →
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