Annotated Bibliography

Inquiry Question: How does K-12 mathematics education affect the disparity between the numbers of men and women who pursue postsecondary education and careers in STEM fields?

References

Beilock, S. L., Gunderson, E. A., Ramirez, G., Levine, S. C., & Smith, E. E. (2010). Female 

        teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of 
        Sciences of the United States of America, 107(5), 1860-1863. Retrieved from http://www.jstor.org/stable/40536499

This article discusses the effect that female teachers’ math anxiety has on their female students, particularly in early elementary where teachers are often female and often do not have a math background. The study showed that even if their is no gendered difference in math achievement at the beginning of the year, by the end of the year with a math-anxious teacher, girls were more likely to endorse the stereotype that “girls are good at reading, boys are good at math”, and consequently more likely to have lower math achievement. 

Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: 

        Examining gender patterns and reciprocal relations. doi://doi.org/10.1016/j.lindif.2016.01.002

This study follows 7040 students from grade 3-8, looking at their math achievement, interest and confidence. The study found that differences in confidence were greater than differences in interest and achievement, and suggests that interventions for girls in math should happen early and focus on confidence as well as achievement. 

Hango, D. W., Canadian Government EBook Collection, & Statistics Canada (2013). Gender 
        differences in science, technology, engineering, mathematics and computer science (STEM) 
        programs at university. Ottawa: Statistics Canada = Statistique Canada.
This article from Statistics Canada discusses the percentages of women and men among STEM graduates, and their career outcomes. It then goes on to discuss which factors (including mathematics interest and aptitude) affect students' university choices. 

Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for 

        Research in Mathematics Education, 21(1), 33-46. doi:10.2307/749455

This is a seminal article focusing on the role of math anxiety in math achievement. It analyzes 151 studies on the topic and concludes that math anxiety results in poor performance on math achievement tests, and relates directly with avoidance of the subject. It also concludes that females exhibit higher levels of math anxiety than males. 

Kerr *, B., & Robinson Kurpius, S. E. (2004). Encouraging talented girls in math and science: 

        Effects of a guidance intervention. High Ability Studies, 15(1), 85-102.
        doi:10.1080/1359813042000225357

This paper highlights the factors that keep girls from pursuing math and science, and hostile environment that awaits them in postsecondary institutions if they do. It then discusses an intervention program called TARGETS that worked with minority and low-income girls with talents in math and science, and the positive effect the program had on their self-esteem and career search behaviours in the stem field. 

Mendick, H. (2005). A beautiful myth? the gendering of being/doing ‘good at maths’. Gender 

        and Education, 17(2), 203-219. doi:10.1080/0954025042000301465

This paper discusses the complicated idea of being “good at maths” and the effects this has on identity and confidence. It discusses the socio-cultural context that leads us to see those good at math as “nerds” and “geniuses”, and explores how this perception is inherently gendered. 

Reis, S. M., & Graham, C. (2005). Needed: Teachers to encourage girls in math, science, and 

        technology. Gifted Child Today, 28(3), 14.

This article discusses different mentorship and educational programs and techniques to encourage girls who are talented in math and science to see a career in STEM as something achievable for them.

Steele, J. (2003). Children's gender stereotypes about math: The role of stereotype 

        Stratification1. Journal of Applied Social Psychology, 33(12), 2587-2606. doi:10.1111/j.1559-
        1816.2003.tb02782.x

This paper discusses “stereotype stratification” in math, specifically that while women underperform on standardized math tests compared to men, girls and boys show equal levels of achievement. It suggests that perhaps girls learn the stereotype that “women are bad at math”, (rather than “girls are bad at math”), and therefore do not see a future for themselves in mathematics, even if they have high mathematics achievement at a young age. 

Walkerdine, V. (1998). Counting girls out: Girls and mathematics (New ed.). London ; 

        Bristol, PA: Falmer Press.

This book discusses many different aspects of the issue of girls’ performance in math. It challenges ideas about the “gendered body” and they “gendered mind”, as well as the ways we are biased when we study girls’ math achievement vs. boys math achievement.