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

TitleEffects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study
Publication TypeJournal Article
Year of Publication2010
AuthorsTully, D, Jacobs, B
JournalEuropean Journal of Engineering Education
Volume35
Issue4
Pagination455-467
Type of ArticleArticle
Publication Languageeng
ISSN Number03043797
Accession Number52356181
KeywordsAUSTRALIA , Case , ENGINEERING , Mathematics , secondary , SELF-perception , Women
AbstractThis 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.
NotesTully, D. 1; Email Address: debbietully@post.harvard.edu Jacobs, B. 2; Affiliation: 1: Newton Country Day School, 785 Centre Street, Newton, Boston, MA 02458, USA. 2: University of Technology, Sydney, Australia.; Source Info: Aug2010, Vol. 35 Issue 4, p455; Subject Term: CASE studies; Subject Term: MATHEMATICS -- Study & teaching; Subject Term: ENGINEERING students; Subject Term: SELF-perception; Subject Term: AUSTRALIA; Author-Supplied Keyword: mathematics self-concept; Author-Supplied Keyword: secondary school; Author-Supplied Keyword: women in engineering; Number of Pages: 13p; Document Type: Article
DOI10.1080/03043797.2010.489940
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