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Gifted women who underachieve a study of mathematics and gender /Hudgins, Jane Craft. January 2007 (has links) (PDF)
Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Svi Shapiro; submitted to the School of Education. Includes bibliographical references (p. 128-142).
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The relationship between gender identity and the effects of stereotype threat on women's math performance dissertation /Gentile, Lauren. January 1900 (has links)
Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed June 3, 2009). Bouvé College of Health Sciences, Dept. of Counseling and Applied Educational Psychology. Includes bibliographical references (p. 58-60).
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The effect of private versus public evaluation on stereotype threat for women in mathematics /Harder, Jayne Ann, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 137-148). Available also in a digital version from Dissertation Abstracts.
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The effect of cross-sex social comparisons on the math test performance of women in the sciences /Reisz, Leah G. January 2007 (has links)
Thesis (M.A.)--York University, 2007. Graduate Programme in Higher Education. / Typescript. Includes bibliographical references (leaves 52-59). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29606
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A multiple case study of social cognitive influences on career choice in science, mathematics and technology among Kenyan women /Kagume, Daphne Wambui. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 191-196). Also available on the World Wide Web.
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Girls participation in math and science : a program evaluation of Expanding Your Horizons /Thompson, Leah E. January 1900 (has links)
Thesis (M.A.)--Humboldt State University, 2006. / Includes bibliographical references (leaves 121-123). Also available via Humboldt Digital Scholar.
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The Formation of Self-Constructed Identity as Advanced Mathematical Thinker Among Some Female PhD Holders in Mathematics and the Relationship to the "Three-Worlds" Cognitive Model of Advanced Mathematical ThinkingStone, Jason C. 13 August 2015 (has links)
No description available.
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Factors influencing the mathematics-related attainment of a national sample of hispanic, black, and white womenRothschild, Susan J. Schaflander January 1981 (has links)
For the most part, women are still employed in traditionally female occupations which require little or no mathematics training. The presence and seeming acceptance of confined, low-status occupations for women represent an enormous loss of economic and intellectual potential for the individual woman and for society as a whole.
This study examines the effects of various background, high school, and socio-psychological factors on the mathematics-related attainment of Hispanic, black, and white women. To estimate the contribution of the factors in explaining the variance in mathematics-related attainment, the following variables are considered in a structural equations model: socioeconomic status; high school experience, composed of the number of high school mathematics and science courses, and curriculum; high school achievement, including a mathematics ability score, high school class rank, and academic self-concept; psychological self-concept; perceived college influence of parents, teachers/counselors, and peers; educational and occupational expectations; mathematics-related college experience; sex-role orientation; and family status.
The data are provided by the National Longitudinal Study of the High School Class of 1972 (NLS), a longitudinal nationwide survey which follows the progress of high school students to adulthood. Questionnaires were administered to the subjects in 1972, 1973, 1974, and 1976; the overall response rate was 85%. The sample consists of all women who declared a college major for at least two years between 1972 and 1976 (an average of 146 Hispanic, 543 black, and 2918 white women). Descriptive analyses provide group profiles; path analysis techniques are used to compare the influence each of the variables has within and across the three groups.
Results indicate that the model explains 46%, 49%, and 52% of the variance for Hispanics, blacks, and whites, respectively; however, the components of the model operate differently for each group. For Hispanic women, educational expectations exert the greatest influence, followed by mathematics-related experience, high school experience, and significant others' perceived college influence. Mathematics-related experience has the greatest total effect for black women, followed by high school experience, high school achievement, and educational expectations; family status has a significant negative direct effect. Mathematics-related experience is also first for whites women, whereas educational expectations is second, high school achievement is third, and socioeconomic status is fourth: additionally, sex-role orientation has a significant direct effect.
It is suggested that intervention programs should be designed to address the varying needs of each group of college-bound women and to increase the level of mathematics so that all women, and thus society, can realize their educational and occupational potential. / Ph. D.
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THE INFLUENCE OF MODE OF PRESENTATION AND GENDER ON SPATIAL PROBLEM SOLVING.Ensing, Sally Stevens. January 1983 (has links)
No description available.
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Gender effects on attitudes and achievement in mathematicsBarnes, Joanna Tovar. January 2010 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 70-73).
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