Improving Attitudes of Girls in Math
Improving Attitudes, Self-Confidence, and Self-Concept of Girls in Math
Christine Bigelow
University of North Carolina, Charlotte
SPED 5211
Improving Attitudes of Gifted Girls in Math 2
Introduction
Gifted students demonstrate strengths in a given academic area when compared to same
age and grade level peers. This basic definition is formally identified through various tests,
assessments, and inventories. In this paper, I will discuss two groups of students, those who are
identified as gifted through the formal indicators and those who are strong math students, but did
not meet the district requirements to qualify for the Academically/Intellectually Gifted (AIG)
program in math.
When I began serving as the AIG resource teacher at my school, I was surprised when I
received my lists of fourth and fifth grade math students. My fifth grade group consists of six
boys and two girls, while my fourth grade group includes only one girl and seven boys. I knew
that stereotypes about boys’ strengths in math compared to girls existed, but for the first time
understood why the stereotypes exist. I immediately asked myself why the boys were heavily
represented in the program, and why more girls did not qualify.
This question led me to ask myself what I could do to encourage the progress and
mathematical abilities of girls who were not currently identified, but were considered to be
strong math students. In addition to working with gifted students, my position allows me to push
into our highest fourth and fifth grade math classes to collaborate and team-teach with fourth and
fifth grade teachers. I felt that this was the perfect opportunity to not only meet the needs of the
gifted students I am required to serve, but also gave me the chance to help strong students build
their abilities and confidence in math.
As I began to research the differences of achievement in girls versus boys, it was made
clear to me that the discrepancies do not stop when the students finish school. The inequalities
Improving Attitudes of Gifted Girls in Math 3
and underrepresentation of female students in the gifted program like mine lead to fewer women
holding high level positions in fields related to math and science.
Related Research
Much research exists examining the achievement of girls in mathematics. While there
are disparities in research examining the educational achievement of boys versus girls, much of
the current research does evidence differences in expectations and self-concept of girls in
relation to their performance in math.
Hyde and Mertz (2009) conclude that there are some gender related differences, however
in citing that the gaps have closed over time, argue that these discrepancies will continue to
disappear. In discussing achievement test scores, the authors provide evidence that girls’ scores
on tests such as the National Assessment of Educational Progress (NAEP) were not significantly
different than those of their male counterparts. Although data shows that gaps in achievement
scores have closed, the authors indicate that boys make up between twice and four times as many
spaces in gifted programs. In addition to boys making up a significantly larger portion of spaces
in gifted programs, men still make up a significantly larger portion of jobs related to science and
math. The authors address cultural and societal factors contributing factors to this discrepancy.
Freeman (2003) compares gender differences in achievement of elementary aged students
in Britain to those in the U.S. British schools report that since the late 1980s, girls’ achievement
has surpassed that of boys in all subject areas except for physical education. Freeman (2003)
attributes the success of girls in British schools to the following practices. The first of these is
administrative planning involving conscientious planning to meet the needs of girls and
continuous monitoring to make sure they continue to be successful. She also advocates for
changes in teaching practices such as single-sex classrooms with teaching strategies that are
Improving Attitudes of Gifted Girls in Math 4
similar to counseling. Finally, she suggests moving away from multiple choice type assessments
to more open-ended products such as essays. Although girls are performing at higher levels than
boys in areas of math and science, these fields of study remain dominated by boys at the
university level. In examining assessments such as the SAT and NAEP, Freeman (2003)
indicated that girls scored higher than boys on language arts and “softer” subjects whereas boys
dominated math and science.
Preckel, Goetz, Pekrun and Kleine (2008) examined boys’ and girls’ achievement,
interest, self-concept, and motivation in math. The authors studied a group of students who had
a high ability in math, but were not formally identified as or receiving services for gifted students
and compared their achievement, interest, self-concept, and motivation to that of gifted students.
Preckel et al. found that although there was no discrepancy in grades when comparing girls and
boys, which in both the gifted and average ability groups’ boys scored significantly higher on
achievement tests. In addition, girls at both ability levels showed lower levels of self-concept
and interest in math than males of the same ability, although the gifted students showed a greate
discrepancy.
Preckel et al. recommend several interventions and strategies to increase motivation and
achievement of girls in math. These interventions include early identification with programs
such as single-sex classes, providing students with female role models who are strong in math,
and counseling of families and teachers to help reduce traditional stereotypes and strengthen
girls’ views of their own capabilities.
Schober, Reimann, and Wagner (2004) examined the performance and attitudes of high
school aged boys and girls in math and science courses in Germany. The study looked at both
average students as well as gifted students participating in an accelerated secondary school
Improving Attitudes of Gifted Girls in Math 5
program. The authors found that for both gifted and average ability students, girls’ performance
in math courses was equal to that of boys’ of the same age. However, like many of the other
studied, the researchers found that girls do not hold an equal proportion of jobs in math related
fields. This was evidenced not only by the presence of women in fields dominated by math, but
also by the tests girls chose to take prior to graduation. Students are required to take subject tests
prior to graduation and the majority of girls chose math or natural science as one or none of their
exams.
Schober et al. (2004) found that although their abilities were equal on achievement tests,
gifted girls tended to underrate their abilities in mathematics and sciences. Underrating their
abilities leads girls to have lower self-confidence and lower motivation than boys. In addition to
girls having lower expectations for themselves, Schober et al. (2004) found that boys’ parents
tended to have a higher expectation for them than girls’ parents. This finding is indicative of a
social or cultural belief that boys are stronger in math related subjects than girls, while the lower
expectation for girls lowers their self confidence and interest.
Interventions
After researching and learning about the success of girls in math, I thought about what I
might be able to do and what programs I can put in place to support the girls in math. Because I
have only one girl identified as gifted by county standards, I decided to focus on fourth grade
math students. In the setting I teach in, I have the opportunity to work with all students who are
strong in math, not only those who are identified as gifted.
To help these students become more successful, and more likely to choose a career in
math or science, the first step will be to assess their current feelings about their ability in math,
then to help them build self-confidence and raise their self-concept of their abilities in math. I
Improving Attitudes of Gifted Girls in Math 6
plan to implement several programs to build these attitudes. The programs include providing
students with mentors and positive female role models who are successful in math.
Improving Attitudes of Gifted Girls in Math 7
References
Freeman, J. (2003). Gender differences in gifted achievement in Britain and the U.S. Gifted
Child Quarterly, 47(3), 202. Retrieved from Academic Search Premier database.
Hyde, J., & Mertz, J. (2009). Gender, culture, and mathematics performance. Proceedings of the
National Academy of Sciences of the United States of America, 106(22), 8801-8807.
doi:10.1073/pnas.0901265106.
Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and
average-ability students: Comparing girls' and boys' achievement, self-concept, interest,
and motivation in mathematics. Gifted Child Quarterly, 52(2), 146-159.
doi:10.1177/0016986208315834.
Schober, B., Reimann, R., & Wagner, P. (2004). Is research on gender-specific
underachievement in gifted girls an obsolete topic? New findings on an often discussed
issue. High Ability Studies, 15(1), 43-62. doi:10.1080/1359813042000225339.