Examining roots of the gender gap: student participation and teacher behaviors in first-grade mathematics lessons
Mingle, Leigh A.
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https://hdl.handle.net/2142/14726
Description
Title
Examining roots of the gender gap: student participation and teacher behaviors in first-grade mathematics lessons
Author(s)
Mingle, Leigh A.
Issue Date
2010-01-06T16:41:59Z
Director of Research (if dissertation) or Advisor (if thesis)
Perry, Michelle
Doctoral Committee Chair(s)
Perry, Michelle
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
Mathematics
Gender
Gender Differences
Discourse
Participation
Abstract
Females opt for careers in science, technology, engineering, and mathematics (STEM) fields far less than males. The purpose of this study was to examine potential roots of this disparity. Following Altermatt et al. (1998), the investigators took a careful look at girls’ and boys’ volunteering behaviors in 36 first-grade mathematics lessons. Contrary to previously reported findings, girls volunteered more than expected. Also, girls who volunteered frequently attempted to answer both high- and low-level questions. On the contrary, some boys answered mostly high-level questions whereas different boys answered mostly low-level questions. These early participation patterns and classroom activities may have repercussions far beyond elementary school by laying the foundation for persistent gender differences.
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