Abstract
The pursuit of equity in educational outcomes, and gender equity in particular, was a driving force of the research reported in the article that follows. The underlying assumption was that social science can elucidate contributing social and cultural variables that, if acted upon, can change the outcome of educational endeavours. In adopting this perspective the alternative view, that educational advantage is largely inherited and therefore closed to innovative change, was rejected.
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References
Mittelberg, D., & Lev-Ari, L. (1999). Confidence in mathematics and its consequences: Gender differences among Israeli Jewish and Arab youth. Gender and Education, 11(1), 75–92.
Mittelberg, D., & Forgasz, H. (2009). Israeli Jewish and Arab pre-service students’ gendering of mathematics. Research Report No. 69. Research Authority, Oranim Academic College of Education, Tivon, Israel.
Mittelberg, D., Rozner, O., & Forgasz, H. (2011). Mathematics and gender stereotypes in one Jewish and one Druze grade 5 classroom in Israel. Education Research International (online journal). Retrieved from http://www.hindawi.com/journals/edu/2011/545010/.
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Mittelberg, D., Forgasz, H. (2012). Preface to “Israeli Jewish and Arab Students’ Gendering of Mathematics”. 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_17
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DOI: https://doi.org/10.1007/978-3-642-27702-3_17
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