Session Information
04 SES 02 A, The Role of Music and Maths in Inclusion or Segregation.
Paper Session
Contribution
Achievement differences between boys and girls have been subject of a continued and extensive debate both in public and research. As shown by large national and international student assessments already in primary school do German boys obtain higher levels of achievement in mathematics than girls (e.g., IGLU-E, Bos Lankes, Prenzel, Schwippert, Valtin, & Walther, 2004). These differences increase as students progress through the years of schooling. It’s also known that motivation and self-concept are significant predictors for academic achievement already in early school years (e.g., SCHOLASTIK, Weinert & Helmke, 1997; LOGIK, Weiner & Schneider, 1999) and that this relation seems to be different for boys and girls (Entwisle, Alexander, Pallas & Cadigan, 1987).
Our research investigated whether gender differences in mathematical competence can be traced back to early differences in children’s learning motivation in mathematics that is even before entering school. More specifically, we argue that already in preschool, children acquire a negative performance related stereotype pertaining to females in the domain of mathematics. Childrens preconception of mathematics as a stereotypic male subject should then lead to lower motivation and engagement of girls in activities related to mathematics, ultimately resulting in the markedly lower mathematics performance of female students of secondary level I and II in Germany and most European countries.
Method
Expected Outcomes
References
Bos, W., Lankes, E.-M., Prenzel, M., Schwippert, K., Valtin, R. & Walther, G. (Hrsg.) (2004). Einige Länder der Bundesrepublik Deutschland im nationalen und internationalen Vergleich. Münster: Waxmann. Denissen, J. J. A., Zarrett, N. R. & Eccles, J. S. (2007). I like to do it, I'm able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78, 430-447. Entwisle, D. R., Alexander, K. L., Pallas, A. M. & Cadigan, D. (1987). The emergent academic self-image of first graders: Its response to social structure. Child Development, 58, 1190-1206. Haffner, J., Baro, K., Parzer, P. & Resch, F. (2005). Heidelberger Rechentest (HRT 1-4). Göttingen: Hogrefe. van Luit, J., van de Rijt, B. & Hasemann, K. (2001). Osnabrücker Test zur Zahlenbegriffsentwicklung. Göttingen: Hogrefe. Weinert, F. E. & Helmke, A. (1997). Entwicklung im Grundschulalter. Weinheim: Beltz Psychologie Verlags-Union. Weinert, F. E. & Schneider, W. (Hrsg.). (1999). Individual development from three to twelve: Findings from the Munich Longitudinal Study. Cambridge: University Press.
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