Are women and girls underachieving in mathematics and science? Jo Boaler, Associate Professor, Mathematics Education, Stanford University. Are women and girls underachieving in mathematics and science? What are the societal perceptions of gender that prevail? Do such perceptions matter for students in US schools?

Are girls underachieving in mathematics and science? 2 countries,the US and England High school mathematics performance

In the US Small gender differences at extremes, huge overlap Janet Hyde: 259 studies, over 3 million subjects, boys ahead in 51%

Girls Boys Hyde, Fennema & Lamon, 1990

In the US Small gender differences at extremes, huge overlap Only on some assessments

In the US - SAT test One of the rare tests that continues a female disadvantage Short questions, timed response, multiple-choice format Worse predictor of college performance than high school grades, especially for women 48% of mathematics bachelor degrees in 2001 awarded to women

In England GCSE examination (all 16 year olds) 1970’s boys passed at higher rates and boys achieved more of the highest grades 1990’s girls and boys passed at equal rates, but boys still achieved more of the highest grades 2000’s girls’ performance exceeds boys at all levels - and all subjects Boys’ performance is source of concern

1970 2004 What Happened? More varied and open teaching approaches Textbooks included more positive images Teachers became more aware of the need to encourage girls More positive role models in school and elsewhere Fair assessments Societal ideas about genetic differences diminishing

Are there differences in achievement? Mostly no and they vary across cultures Differences that remain are due to societal ideas, role models, teaching, testing When these are addressed achievement and participation increase

Societal perceptions of gender Perceptions of gender differences (“math is for boys”) are vastly out of proportion to any evidence boys: intellectual ability, genes reasons are internal girls: hard work, teaching, books, encouragement reasons are external

Do societal perceptions matter? Let people think that nothing can or should be done Impact performance - ‘Stereotype threat’ (Steele & Aronson, 1995; Shuh, Pittinsky & Ambady, 1999) Impact participation - Interviews with high school students:

JB:Do you think math is different for boys and girls or the same? K: Well, it’s been proved that boys are better at math than girls, but in this class I don’t know. JB: Mmm, where do you hear that - that boys are better than girls? K: That’s everywhere - that guys are better in math and girls are like better in English. JB: Really? B: Yeh, I watched it on 20:20 saying girls are no good, and I thought - well if we’re no good at it, then why are you making me learn it? (Kristina & Betsy)

In conclusion: Girls are equally capable Continued messages about girls’ inability suppress achievement and participation Changes in teaching and testing will help women and men, increase achievement and participation, and help with a critical shortage of qualified mathematics and science graduates