Taking Stock: Where We’ve Been, Where We Are, Where We’re Going

Clewell, Beatriz Chu; Campbell, Patricia B.

doi:10.1615/jwomenminorscieneng.v8.i3-4.20

Cited by 100 publications

(90 citation statements)

References 74 publications

(71 reference statements)

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“…Males outperformed females with respect to mathematics scores. The fact that males are superior in mathematics supports the findings of previous studies (Alacaci & Erbas, 2010;Clewell & Campbell, 2002;Robinson & Lubienski, 2011;Soleymani and Rekabdar, 2016;Tasdemir, 2009). This difference might stem from the sociocultural practices and stereotype effect.…”

Section: Discussionsupporting

confidence: 88%

“…Empirical studies have revealed that males are more likely to outperform females (Alacacı & Erbas, 2010;Clewell & Campbell, 2002, Soleymani & Rekabdar, 2016 especially in the area of measurement, proportionality, geometry, anales de psicología, 2018, vol. 34, nº 1 (january) spatial geometry, analytic geometry, trigonometry, mathematics applications, problem solving and reasoning (Clewell & Campbell, 2002). However, research studies indicated that gender difference is also connected to the grade level and performance being measured.…”

Section: Gender and School Typementioning

confidence: 99%

“…However, research studies indicated that gender difference is also connected to the grade level and performance being measured. Females are more likely to outperform males during elementary and middle school years on computation; however, during high school, males are better at problem solving (Clewell & Campbell, 2002;Hyde, Fennema, & Lamon, 1990). Gender difference exists mostly in high school and college; but, such a difference is either weak or does not exist in elementary and middle school (Leahey & Guo, 2001;Mullis, Martin, Gonzalez, & Chrostowski, 2004).…”

Section: Gender and School Typementioning

confidence: 99%

See 2 more Smart Citations

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

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Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

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Section: Discussionsupporting

confidence: 88%

Section: Gender and School Typementioning

confidence: 99%

Section: Gender and School Typementioning

confidence: 99%

See 1 more Smart Citation

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

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“…Research suggests that attitudinal gender differences related to physical science and mathematics begin to develop by the earliest elementary school years and that parents perceive boys as more competent in science than girls and that they see jobs related to math or science as more male dominated (Andre et al 1999). This gender bias is reported in several studies that emphasize the lack of female participation in the engineering industry (Clewell and Campbell 2002). Thus, it is not surprising that a majority of males chose to attend Project InterActions workshops.…”

Section: Discussionmentioning

confidence: 99%

Project InterActions: A Multigenerational Robotic Learning Environment

Bers

2007

J Sci Educ Technol

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This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4-to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

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“…From a young age, women face barriers to majoring in engineering in college. Primary school experiences lead young girls to view the physical sciences as masculine and the life sciences as feminine 51 . In middle school, it is common for girls to lose interest in both science and math classes 52 .…”

Section: Resultsmentioning

confidence: 99%