Invisible and special: Young women's experiences as undergraduate mathematics students

Gender and Education

Volumn 18, Issue 1, 2006, Pages 35-50

  Rodd, Melissa ^a,c   Bartholomew, Hannah ^b  

^a UNIVERSITY OF LEEDS   (United Kingdom)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

^c UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 32144449950     PISSN: 09540253     EISSN: None     Source Type: Journal    
DOI: 10.1080/09540250500195093     Document Type: Article

References (34)

1. Bartholomew, H. (2001) Learning environments and student roles in individualised mathematics classrooms. Unpublished Ph.D. thesis, King's College, University of London.
2. Bartholomew, H. (2002) Negotiating identity in the community of the mathematics classroom. Proceedings of the Third International Mathematics Education and Society Conference, 1, 185-195.
3. Bartholomew, H. (2003) Ability grouping and the construction of different types of learner in mathematics classrooms. Proceedings of the Twenty-sixth Annual Conference of the Mathematics Education Research Group of Australasia, 1, 128-135.
4. Bartholomew, H. & M. Rodd (2002) Young women mathematics undergraduates' strategies for survival and expectations of success, paper presented at the Centre for Interdisciplinary Gender Studies Work in Progress Seminars, University of Leeds.
5. Bartholomew, H. & M. Rodd (2003) A fiercely held modesty: the experiences of women studying mathematics, New Zealand Journal of Mathematics, 32, 9-13.
6. Boaler, J. (1997a) Experiencing school mathematics: teaching styles, sex and setting (Buckingham, Open University Press).
7. Boaler, J. (1997b) Reclaiming school mathematics: the girls fight back, Gender & Education, 9(1), 285-306.
8. Bourdieu, P. & C. Passeron (1990) Reproduction in education, society and culture (London, Sage).
9. Britzman, D. (1998) Lost subjects, contested objects: toward a psychoanalytic inquiry of learning (Albany, NY, State University of New York Press).
10. Burton, L. (Ed.) (1986) Girls into maths can go (Eastbourne, Holt, Rinehart & Winston).
11. Burton, L. (1995) Moving towards a feminist epistemology of mathematics, in P. Rogers & G. Kaiser (Eds) Equity in mathematics education: influences of feminism and culture (London, The Falmer Press), 209-225.
12. Davies, B. (1993) Shards of glass: children reading and writing beyond gendered identities (Cresskill, NJ, Hampton Press).
13. Dowling, P. (1997) The sociology of mathematics education: mathematical myths/pedagogic texts (London, Falmer Press).
14. Ernest, P. (1998) Changing views of 'the gender problem' in mathematics, in: V. Walkerdine (Ed.) Counting girls out (London, The Falmer Press), 1-14.
15. Francis, B. (2000) The gendered subject: students' subject preferences and discussions of gender and subject ability, Oxford Review of Education, 26(1), 35-48.
16. Glaser, B. G. & Strauss, A. L. (1967) The discovery of grounded theory: strategies for qualitative research. (New York, NY, Aldine Publishing Company).
17. Griffiths, M. (1995) Feminisms and the self: the web of identity (London, Routledge).
18. Hollway, W. & Jefferson, T. (2000) Doing qualitative research differently: free association, narrative and the interview method (London, Sage).
19. Hyde, J. S., Fennema, E. Ryan, M., Frost, L. A., Hopp, C. (1990) Gender comparisons of mathematics attitudes and affect: a meta-analysis, Psychology of Women Quarterly, 14(3), 299-324.
20. Kaiser, G. & Rogers, P. (1995) Introduction: equity in mathematics education, in: P. Rogers & G. Kaiser (Eds) Equity in mathematics education: influences of feminism and culture (London, The Falmer Press), 1-10.
21. Macrea, S. & Maguire, M. (2002) Getting in and getting on: choosing the 'best', in: A. Hayton & A. Paczuska (Eds) Access, participation and higher education: policy and practice (London, Kogan Page).
22. Mendick, H. (2003a) Choosing maths/doing gender; a look at why there are more boys than girls in advanced mathematics classes in England, in: L. Burton (Ed.) Which way social justice for mathematics education? (Westport, CN, Praeger), 169-187.
23. Mendick, H. (2003b) Mathematical stories: why do more boys than girls choose to study mathematics at A level? Paper presented at the British Educational Research Association conference, Herriot Watt Univesity, Edinburgh.
24. Pullman, P. (1998) The subtle knife (London, Scholastic Point).
25. Ridley, D. R. & Novak, J. D. (1983) Sex-related differences in high school science and mathematics enrolments: do they give males a critical headstart toward science- and math-related careers?, The Alberta Journal of Educational Research, 29(4), 308-318.
26. Rodd, M. (2003) Witness as participation: the lecture theatre as a site for awe and wonder, For the Learning of Mathematics, 23(1), 15-21.
27. Rogers, P. (1995) Putting theory into practice, in: P. Rogers & G. Kaiser (Eds) Equity in mathematics education: influences of feminism and culture (London, The Falmer Press).
28. Rogers, P. & Kaiser, G. (Eds) (1995) Equity in mathematics education: influences of feminism and culture (London, Falmer).
29. Scott-Hodgetts, R. (1986) Girls and mathematics: the negative implications of success, in: L. Burton (Ed.) Girls into maths can go (London, Holt, Rinehart & Winston), 61-76.
30. Terlwilliger, J. S. & Titus, J. C. (1995) Gender differences in attitudes and attitude changes among mathematically talented youth, Gifted Child Quarterly, 39(1), 29-35.
31. University and Colleges Admissionss Services (2001) Statistical enquiry service. Available online at: http://www.ucas.ac.uk/figures/enq/index.html. Accessed 8 July 2005.
32. Walkerdine, V. & Girls and Mathematics Unit (1989) Counting girls out (London, Virago).
33. Wenger, E. (1998) Communities of practice: learning, meaning, and identity (Cambridge, Cambridge University Press).
34. Wertheim, M. (1997) Pythagoras' trousers: God, physics and the gender wars (London, Fourth Estate).