Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?

By Heather Mendick. 2005

121 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Gender Studies

View Paper: https://www.semanticscholar.org/paper/3ad6f5fb130404f21cc63c6293e91cac614e6350

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. Y. Solomon
2. Luis A. Leyva
3. T. Croft
4. D. Lawson
5. Geoffrey Kent
6. Lori Altendorff
7. Jo Boaler
8. Rachel Lambert

In Experimental and Cognitive Psychology

1. Y. Solomon
2. Jo Boaler
3. Luis A. Leyva

In Gender Studies

1. Y. Solomon
2. Luis A. Leyva

Citations in the corpus

• Not belonging? What makes a functional learner identity in undergraduate mathematics? (2007, background): “Mendick ( 2003a , b , 2005a , b ) also argues that ‘doing mathematics is doing masculinity’—for girls, choosing to study beyond the compulsory years therefore involves considerable ‘identity work’.”
• Finding a voice? Narrating the female self in mathematics (2012, background): “…to equal or outperform boys at school level in the UK, for example, they are under-represented in postcompulsory mathematics pre-university (see Mendick, 2005b) and in undergraduate and post-graduate study, where participation in mathematical sciences subjects falls to 41% and 27% respectively…”
• Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “…to http://about.jstor.org/terms 416 Unpacking the Male Superiority Myth and Masculinization of Mathematics other words, served as the college students’ spaces of authoring in which they engaged in identity work (Mendick, 2005a) by negotiating various discourses related to gender and mathematics.”
• Exploring social patterns of participation in university-entrance level mathematics in England (2009, unknown): “The increasing body of research into girls’ attitudes to the study of mathematics (Fennema & Leder, 1990; Jacobs & Bleeker, 2004; Mendick, 2005; Solomon, 2007) suggests that the female participation issue emerges at a much younger age and therefore it would need to be tackled well before these stude”
• A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, background): “…that mathematics is a male domain (Hyde et al. 1990), that boys are better than girls in mathematics and that mathematics is a masculine subject and that these combined effects tend to inhibit girls’ learning and their desire for a career in mathematics (Boaler 1997, 2004; Mendick 2005a, b).”
• Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide (2011, background): “35 Mendick, H. (2005). Mathematical Stories: Why Do More Boys than Girls Choose to Study Mathematics at AS-level in England? British Journal of Sociology of Education 26(2), 235–251.”
• Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students (2011, background): “…least more readily, not only during the compulsory school years (Bartholomew 1999; Boaler 1997; Boaler, Wiliam, and Brown 2000; Solomon 2007a), but also within sixth form and Higher Education settings, where, in the UK, studying mathematics is a matter of choice (Mendick 2005; Solomon 2007b, 2008).”