New Perspectives on the Gender Stereotyping of Mathematics

By Helen Forgasz, G. Leder, Peter Kloosterman. 2004

89 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/21b7f4bf1eedc16d0822be870f118cb0f8f266ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Clarissa J. Arms-Chavez
2. Ana B. Arêas da Luz Fontes
3. Penelope Espinoza
4. Luis A. Leyva

In Experimental and Cognitive Psychology

1. Clarissa J. Arms-Chavez
2. Ana B. Arêas da Luz Fontes
3. Penelope Espinoza
4. Luis A. Leyva

Citations in the corpus

• Attributional gender bias: teachers’ ability and effort explanations for students’ math performance (2014, methodology): “One potential explanation is that the Fennema–Sherman mathematics attitudes scale may be too blatant or outdated to adequately assess participants’ attitudes toward gender and math (see for a discussion Forgasz et al. 2004).”
• Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, methodology): “…strand similarly reported on female–male differences but attended to the classroom context in relation to 4 The phrase “gendered domain” was adopted by Forgasz et al. (2004) in the naming of their Mathematics as a Gendered Domain instrument, one of two scales that they developed to overcome design…”