Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

This study focused on a population of female engineering students, probing the influences of their secondary school experience on their choice to pursue an engineering course of study at university. The motivating question is: Do unique opportunities exist in an all-female secondary school mathematics classroom, which impact a young woman's self-perception of her mathematics ability as well as promote a positive path towards an engineering-based university major? The authors found that attending a single-gender secondary school and a self-belief that they are good at mathematics did seem to be key factors in student's decision to pursue an engineering degree.. In contrast, male students were more influenced by positive male role models of family members who are practising engineers.