Girl Time and Boys’ Clubs: Mathematical Genderfication



In this chapter the experiences of the children are examined for the ways in which male and female are produced as sexuate occupational identities through the learning of mathematics – a process I call mathematical genderfication – and how this process is implicated in the ways in which girls and boys engage with mathematics, whether they choose to study mathematics during their upper secondary schooling and the kinds of occupation or further study they elect to take up beyond school. The chapter casts light on the complex social processes that produce gendered patterns of mathematical participation across generations including the children’s interests outside of school, the children’s changing vocational aspirations, the schooling, qualifications and mathematical experiences of the parents and the children’s participation in mathematics over their schooling careers. The children discuss their views of the gender divide and its causes and provide evidence of mathematics as an androcentric discursive formation.


School Mathematic Private Tutor Female Teacher Mathematical Discourse Rugby League 
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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.James Cook UniversityTownsvilleAustralia

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