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Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 51-56).

The major focus of this study is to explore, using the 1990 British Columbia Mathematics Assessment data at the Grade 7 level, gender differences in mathematics teachers' beliefs. As well, this study compared these differences to gender differences of students' beliefs found in the same data. The theoretical rationale for this study is based on a model devised by this researcher, namely the Modified Cognitively Guided Instruction (CGI) Research Model, which is the combination of the Cognitively Guided Instruction Research Model (Fennema, Carpenter, and Peterson, 1989) and the Autonomous Learning Behavior (ALB) Model (Fennema & Peterson, 1985). Two way ANOVA as well as planned comparisons (t-test) were used to investigate gender differences within and across a random sample of two status groups (teachers and students). The analysis of the data suggested several conclusions. First, male and female teachers are more similar than different with respect to their beliefs regarding the importance and difficulty of selected mathematics topics. And, Numbers and Operations was the only topic under study in which male and female teachers differed significantly. Male teachers rated Numbers and Operations more important than female teachers. Second, gender differences existed only in students' beliefs about the difficulty of Geometry, and Numbers and Operations. Female students, compared to male students, believe Geometry and Numbers and Operations more difficult. Third, the findings of this study show that the gender differences within each status group are similar. In addition, significant gender difference was found only in overall male's and female's (regardless of their status) beliefs about the importance of Numbers and Operations. Males rated Numbers and Operations significantly more important than females. Further research which directly investigates gender differences in teachers' beliefs and students' beliefs is suggested, as well as further research into relationships between gender differences in teachers' and students' beliefs.

The major focus of this study is to explore, using the 1990 British Columbia Mathematics Assessment data at the Grade 7 level, gender differences in mathematics teachers' beliefs. As well, this study compared these differences to gender differences of students' beliefs found in the same data. The theoretical rationale for this study is based on a model devised by this researcher, namely the Modified Cognitively Guided Instruction (CGI) Research Model, which is the combination of the Cognitively Guided Instruction Research Model (Fennema, Carpenter, and Peterson, 1989) and the Autonomous Learning Behavior (ALB) Model (Fennema & Peterson, 1985). Two way ANOVA as well as planned comparisons (t-test) were used to investigate gender differences within and across a random sample of two status groups (teachers and students). The analysis of the data suggested several conclusions. First, male and female teachers are more similar than different with respect to their beliefs regarding the importance and difficulty of selected mathematics topics. And, Numbers and Operations was the only topic under study in which male and female teachers differed significantly. Male teachers rated Numbers and Operations more important than female teachers. Second, gender differences existed only in students' beliefs about the difficulty of Geometry, and Numbers and Operations. Female students, compared to male students, believe Geometry and Numbers and Operations more difficult. Third, the findings of this study show that the gender differences within each status group are similar. In addition, significant gender difference was found only in overall male's and female's (regardless of their status) beliefs about the importance of Numbers and Operations. Males rated Numbers and Operations significantly more important than females. Further research which directly investigates gender differences in teachers' beliefs and students' beliefs is suggested, as well as further research into relationships between gender differences in teachers' and students' beliefs. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This project focuses on using technology to help motivate young females to make use of a high school web site to lesson anxieties and increase interest in mathematics and the use of technology. Additionally, it acts as a model to create an educational web site that brings about better communication within a community.

Indiana University-Purdue University Indianapolis (IUPUI) / This exploratory study looks at the underrepresentation of certain groups, especially women, in science, technology, engineering and math (STEM) occupations. Using longitudinal data, it investigates the impact of math and technical abilities as well as social status measures such as sex, race/ethnicity and household income on STEM career choice, arguing that social status variables have an important influence apart from abilities, with an emphasis on gender. Results show significant impacts of sex, race/ethnicity, income and both math and technical skills on STEM career choice; however, only sex, math and technical skill have statistically significant impacts when controlling for all other variables, with technical skill having the strongest impact in all tests. Implications of these findings are discussed, confirming previous studies but also setting the groundwork for inclusion of technical skill in research on STEM areas. Future efforts are argued to focus on technical ability, as well as gender and mathematical adroitness.

Educational researchers, practitioners, and policy makers have long expressed their concern that gender disparity of academic performance and participation in science and mathematics education continues to increase with educational progress of students through the pipeline. Educational and occupational aspirations, high school experience, external support from family members and significant others appear to be influential factors that develop strong self-concept among female students who aspire to study science and mathematics. Using a national sample of aspirants in science, mathematics, and engineering majors in public community colleges, that participated in the 1996 Cooperative Institutional Research Program American Freshman Survey, this study investigated the influences of students' pre-college experiences on their college choice, aspirations, and self-concept by examining three theoretical structural models. In addition, gender differences were tested by using multiple group analysis. The findings from the multiple group analysis revealed that there was no statistically significant gender difference in predicting college choice, aspirations, and self-concept. The results from the descriptive analysis indicated that the female students were already underrepresented in science, mathematics, and engineering majors. Taken together, the findings challenge researchers, practitioners, and policy makers to examine why the persistent fall off, and how can community colleges support and retain these students who already enrolled. The results from the model fit analysis revealed that the encouragement from family and others played as a contributing factor in predicting students' college choice, aspirations, and self-concept. This study confirmed that the development of self-concept among community college students in science, mathematics, and engineering is complex and unique. Several recommendations that are pertaining to policy implications, improvement of practice, and future research to increase the representations of female students in science, mathematics, and engineering in the post-secondary education were developed from the findings of this study. The results of this study contribute to the research literature by providing new theoretical models and a comprehensive understanding of aspirants in science, mathematics, and engineering at community college as well as their surrounding environment.

The current study investigated relationships that may be crucial to women's decisions to persist in math and science-related college majors.

This study analyzes senior women faculty's discourses about personal and professional experiences they believe contributed to their advancement in academic careers in science, technology, engineering, and mathematics (STEM). The purpose of the study is to understand factors that activate women's success in STEM disciplines where women's representation has not yet attained critical mass. A poststructuralist emphasis on complexity and changing nature of power relations offers a framework that illuminates the ways in which elite women navigate social inequalities, hierarchies of power, and non-democratic practices. Feminist poststructural discourse analysis (FPDA) methods allow analysis of women's talk about their experiences in order to understand the women's complex, shifting positions. Eight female tenured full professors of STEM at research-focused universities in the United States participated in the study. Data sources were in-depth semi-structured interviews, a demographic survey, and curricula vitae. Findings will help shape programs and policies aimed at increasing female representation and promoting achievement at senior levels in academic STEM fields.

Indiana University-Purdue University Indianapolis (IUPUI) / Women are underrepresented in science, technology, engineering, and math fields (STEM), especially in higher levels. Researchers term this phenomenon "the leaky pipeline." While the issue is well-documented in the literature, little is known about its antecedents. The current study offers insight into factors that relate to career choice and contribute to the lack of diversity in STEM fields by investigating how sense of belonging and psychological capital (PsyCap) influence important psychological, academic, and career outcomes for women in these fields. Female undergraduate STEM majors were recruited for participation at two times during the fall academic semester (N=182 at time one, N=86 at time two) and data were analyzed using correlation and regression. Results provide support for the influence of both sense of belonging and PsyCap as important correlates of an individual's academic and career making decisions. Specifically, PsyCap mediated the relationship between belonging and well-being and belonging and career outcomes of engagement and participants' intentions to apply to graduate programs in an unrelated major. In addition, PsyCap moderated the relationship between sense of belonging and participants' intentions to switch majors and intentions to apply to graduate programs in a field unrelated to their current major. An increased understanding of the factors that contribute to the leaky pipeline in STEM will serve as a basis for developing further research questions and targeting interventions.