Abstract
Since the mid-1970s gender differences favouring males in mathematics achievement at all levels of schooling and participation at post-compulsory levels of schooling have declined around the world. Yet gender differences in mathematics self-efficacy that favour males have remained intransigent, and the gender stereotyping of mathematics proficiency and interest persist. The study by Kaiser, Hoffstall and Orschulik is the latest in a series of studies commencing in the mid-1970s (Fennema and Sherman 1977) to provide evidence of higher self-concept in mathematics for male students compared to female students, and male stereotyped views of mathematics learning and achievement, especially among senior secondary aged students.
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Vale, C. (2012). Commentary on the Chapter by Gabriele Kaiser, Maren Hoffstall, and Anna B. Orschulik, “Gender Role Stereotypes in the Perception of Mathematics: Results of an Empirical Study with Secondary Students in Germany”. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_13
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