| Summary: | The purpose of this study was to determine if a relationship exists between the extent of stereotyping of mathematics as masculine in nature, and the non-participation of females in mathematics courses. Data from the 1985 B.C. Mathematics Assessment were used to determine the extent of stereotyping of mathematics as a male domain by Grade 7 and 10 students. Future mathematics plans of Grade 10 students were also examined.
The data were analyzed using t-tests and Chi square tests of significance in order to determine if a relationship existed. While it was found that males stereotyped mathematics as a male domain significantly more than females at both grade levels, the results indicated that neither males nor females stereotyped mathematics as masculine at either grade level.
When the extent of stereotyping of Grade 10 students was compared to their future mathematics plans in Grades 11 and 12, there was no significant difference between the extent of stereotyping of students who planned to take an academic mathematics course in Grade 11 and those who planned to take a non-academic course. When participation or non-participation in Grade 12 courses was examined, there was no significant difference in the extent of stereotyping between those students who planned to take a mathematics course and those who did not. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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