Abstract
Evidence reported by Kaiser, Hoffstall and Orschulik suggests that German girls and boys hold stereotypical attitudes regarding gender and mathematics, and that these biases strengthen during adolescence. These results raise important questions about the sources of students’ beliefs, including their view of girls as succeeding in mathematics through diligence and boys as succeeding through ingenuity. Addressing these disparities must involve grappling with differences in boys’ and girls’ classroom behaviors, their self-perceptions in relation to mathematics versus other subjects, and societal beliefs about the nature of mathematics, itself.
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Lubienski, S.T. (2012). Commentary on the Chapter by Gabriele Kaiser, Maren Hoffstall and Anna B. Orschulik, “Gender Role Stereotypes in the Perception of Mathematics—Results of an Empirical Study with Secondary Students in Germany”. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_12
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