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Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Mendick, Heather |
| Copyright Year | 2005 |
| Abstract | In this paper I address the question: How is it that people come to choose mathematics and in what ways is this process gendered? I draw on the findings of a qualitative research study involving interviews with 43 young people all studying mathematics in post‐compulsory education in England. Working within a post‐structuralist framework, I argue that gender is a project and one that is achieved in interaction with others. Through a detailed reading of Toni and Claudia’s stories I explore the tensions for young women who are engaging in mathematics, something that is discursively inscribed as masculine, while (understandably) being invested in producing themselves as female. I conclude by arguing that seeing ‘doing mathematics’ as ‘doing masculinity’ is a productive way of understanding why mathematics is so male dominated and by looking at the implications of this understanding for gender and mathematics reform work. |
| Starting Page | 235 |
| Ending Page | 251 |
| Page Count | 17 |
| File Format | PDF HTM / HTML |
| DOI | 10.1080/0142569042000294192 |
| Alternate Webpage(s) | http://bura.brunel.ac.uk/bitstream/2438/5894/7/Fulltext.pdf |
| Alternate Webpage(s) | http://jwilson.coe.uga.edu/EMAT7050/articles/Mendick(2005).pdf |
| Alternate Webpage(s) | https://doi.org/10.1080/0142569042000294192 |
| Volume Number | 26 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
