The over all purpose of this study is to examine the factors in a school's environment and Mathematics teaching practices which develop students' identities as positive toward Math (i.e. "Math individuals"); and how these factors contribute to either an increased or decreased interest in Math among girls and boys, respectively. Purposeo To conduct a qualitative and comparative study of Math/Science schools, in contrast to "normal" middle schools, which examines Math teaching practices and content that effects young people's constructions of identity and gender. o To conduct an ethnographic case study which examines the content of different schools' Math teaching practices and content which affects young people's constructions of identity and gender. Questionso Are there differences in the concrete conditions for girls' and boys' respective identities and gender constructions as "Math individuals" in Math-specific classes versus other classes? o How are teachers' assumptions and attitudes about Math, gender, social position or class, and ethnicity related their teaching practices? o What difference do age and grade level make for girls and boys in constructing a positive Math identity? o What ideas and factors within the family, the media and recreational activities which have Mathematical content contribute to boys and girls in grades 7 to 9 constructing an identity as a "Math person" or "interested in Math," and to what extent?Theoretically this project works both within the bioecological and the cultural- analytical domain (Bronfenbrenner, 1979; Berg 2003). The study's key ideas are school culture and school environment. A school's culture and environment largely influence its way of working, and its micro-system can be understood in the form of established value foundations that together constitute the school as an institution. The school's environment constitutes this type of value foundation that forms over time within the micro-system (Grosin 2004). This project works partly within a post-structural research paradigm (Butler, 1990, Derrida, 1976), using both deconstructionist and feminist theories.Methodologically this project utilizes mixed-method research in which both quantitative and qualitative approaches are used to compare and contrast the different types of data and, therefore, intensify the analysis (Johansson, Burke and Onwuegbuxie, 2004). This project will also use intersectional methodology and multiple approach methodolgy (Lenz Taguchi, 2000; Rhedding Jones, 1996; Lykke 2003). The study will be carried out partly as a longitudinal statistical examination over two years in a total of 12 classes in which there are 350 students and 20 Math teachers; and partly by following these classes and teachers through grades 8 and 9. Four classes are focused on Math and Science, and six on "regular" subjects. The study will use instruments developed earlier in an evaluation of profile classes for Math and Science, which has recently been completed in Stockholm (Kjellman 2005). The project's method statistical expertise will influence selection of test classes and final design.At this time there are no findings. Adams St. Pierre, Elisabeth 2000. The Call for Intelligibility in Postmodern Educational reserch. Educational Researcher, Vol. 29, No. 5, pp. 25-28 Berg, Gunnar. 2003. Att förstå skolan. Studentlitteratur: Lund Bourdieu, Pierre 2004. Den manliga dominansen. Uddevalla: Daidalos Brandell, Gerd & Nyström, Peter & Staberg, Else-Marie 2002. 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Grosin, Lennart 2004: Skolklimat, prestation ch anpassning i 21 mellan- och 20 högstadieskolor. Pedagogiska institutionen: Stockholms universitet. Grönmo, Liv Sissel 2004. Are Girls and Boys to Be Taught Differently? Ur International Perspecives on Learning and Teaching Mathematics. Clark B & Clark, D-M & Emanuelsson, G & Johansson, B & Lambdini, D-V & Lester, F-K & Wallby, A& Wallby K (Ed). Göteborgs Universitet. Jakobsson, Ann-Katrin 2000. Motivation och inlärning ur ett genusperspektiv. En studie av gymnasieelever på teoretiska linjer/program. Acta Universitatis Gothoburgensis Johansson, R.Burke & Onwuegbuzie, Anthony J. 2004. Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, Vol.33, No 7,pp.14-26, October 2004. American Educational Research AssociationKjellman, Ann-Christin 2005. Flickor och matematik- en utvärdering av Stockholms satsning på MaNo klasser i grundskolan". Resultat sedda ur ett genusperspektiv. Stockholms Stad. 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