Research Indicates the Gender Gap Is Narrowing
The term 'Numeracy Gender Gap' refers to the discrepancies in attitude, skills, and mathematical behaviors between males and females. In today's information, problem solving world, mathematical skills and ability are critical to success. Unfortunately, research and statistics provide evidence supporting the existence of a gender gap in mathematics. It is well documented that girls are underrepresented in college majors, advanced degree programs and careers related to mathematics. Although females tend to be better than their counterpart males in mathematics classes, they continue to score lower on tests including the SATs. However, the gap is beginning to narrow. In the beginning of the 1980s, standardized test scores showed that girls were significantly behind in math. Results from 1996 national assessment tests show 17-year-old boys lead girls by only five points in math
Dealing with the gender gap is a challenge for parents and educators and there are no simple solutions to the problem.
Confronting the Gender Gap with Action
(We have learned that differences in mathematics achievement are not biological, but are the product of social and cultural factors, expectations, and confidence levels.) Jo Sanders and Karen Peterson
- Target the equity issue. Develop strategies that motivate and empower girls to believe they can do math.
- Take a close look at the female's perception, females often have stereotypical ideas about why they don't succeed in mathematics.
- Promote problem solving skills and hands on learning always seeking to build confidence.
- Females often require more time to complete problem solving questions. They work through the problem in a step by step fashion and take more time to check their answers than males do.
- Find out what attracts or discourages the females in mathematics.
- Maintain high expectations and career aspirations for females.
- Start intervention early! Experiences females have in middle school and high school math classes often lead to declining female enrollments and negative attitudes at the post-secondary level. Confidence building and fostering a can-do attitude is crucial.
The recommendations listed here are just a start to addressing the mathematics gender gap. The need to remedy the situation is imminent and no one simple strategy will provide a solution. Many of us will need to reflect upon our current methods and change our existing practice and approaches to help improve female mathematical performance. Change is a process that takes time. Although the gap is showing evidence of narrowing, research also indicates that there is still a substantial gap at the post-secondary levels. Failing to address the mathematics gender gap will only result in failing to prepare our female students for the information, problem solving age they are all facing.
