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Sex Roles

, Volume 35, Issue 7–8, pp 489–506 | Cite as

Attributional patterns and perceptions of math and science among fifth-grade through seventh-grade girls and boys

  • Melissa C. Gilbert
Article

Abstract

A culturally and economically diverse group of fifth to seventh graders (n = 361) from Boston-area public schools rated their perceptions for liking and difficulty of core academic subjects, including math and science, and their attributions for explaining performance on a math test. Inconsistent with earlier work, girls and boys reported similar perceptions of core subjects, with all students reporting a relatively high liking of math and science. Girls' and boys' attributional patterns for success in math were somewhat consistent with earlier findings, but not their attributions for lack of success. Observations of the math and science classrooms in the study indicated that most teachers, aware of gender equity issues, attempted to teach their students in a gender-fair manner. This factor may account for differences between current findings and those from past studies.

Keywords

Social Psychology Public School High Liking Current Finding Past Study 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Plenum Publishing Corporation 1996

Authors and Affiliations

  • Melissa C. Gilbert
    • 1
  1. 1.Wellesley CollegeUSA

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