Jo Boaler, Associate Professor, Mathematics Education, Stanford University.

1. Jo Boaler, Associate Professor, Mathematics Education, Stanford University. • Are women and girls underachieving in mathematics and science? • What are the societal perceptions of gender that prevail? • Do such perceptions matter for students in US schools?

2. Are girls underachieving in mathematics and science? • 2 countries,the US and England • High school mathematics performance

3. In the US • Small gender differences at extremes, huge overlap • Janet Hyde: 259 studies, over 3 million subjects, boys ahead in 51%

4. Boys Girls Hyde, Fennema & Lamon, 1990

5. In the US • Small gender differences at extremes, huge overlap • Only on some assessments

6. In the US- SAT test • One of the rare tests that continues a female disadvantage • Short questions, timed response, multiple-choice format • Worse predictor of college performance than high school grades, especially for women • 48% of mathematics bachelor degrees in 2001 awarded to women

7. In England GCSE examination (all 16 year olds) • 1970’s boys passed at higher rates and boys achieved more of the highest grades • 1990’s girls and boys passed at equal rates, but boys still achieved more of the highest grades • 2000’s girls’ performance exceeds boys at all levels - and all subjects • Boys’ performance is source of concern

8. 1970 2004 What Happened? More varied and open teaching approaches Textbooks included more positive images Teachers became more aware of the need to encourage girls More positive role models in school and elsewhere Fair assessments Societal ideas about genetic differences diminishing

9. Are there differences in achievement? • Mostly no and they vary across cultures • Differences that remain are due to societal ideas, role models, teaching, testing • When these are addressed achievement and participation increase

10. Societal perceptions of gender • Perceptions of gender differences (“math is for boys”) are vastly out of proportion to any evidence • boys: intellectual ability, genes reasons are internal • girls: hard work, teaching, books, encouragement reasons are external

11. Do societal perceptions matter? • Let people think that nothing can or should be done • Impact performance - ‘Stereotype threat’ (Steele & Aronson, 1995; Shuh, Pittinsky & Ambady, 1999) • Impact participation - Interviews with high school students:

12. JB:Do you think math is different for boys and girls or the same? K: Well, it’s been proved that boys are better at math than girls, but in this class I don’t know. JB: Mmm, where do you hear that - that boys are better than girls? K: That’s everywhere - that guys are better in math and girls are like better in English. JB: Really? B: Yeh, I watched it on 20:20 saying girls are no good, and I thought - well if we’re no good at it, then why are you making me learn it? (Kristina & Betsy)

13. In conclusion: • Girls are equally capable • Continued messages about girls’ inability suppress achievement and participation • Changes in teaching and testing will help women and men, increase achievement and participation, and help with a critical shortage of qualified mathematics and science graduates