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Preservice teachers' perceptions of gender equity issues in the mathematics classroom

Year: 2024

Type: article

Abstract: The purpose of the study was to identify preservice teachers' perspectives on gender equity and to explore how they process the information they receive about gender issues. Data were collected through written surveys administered to 225 preservice and inservice teachers enrolled in mathematics and science education (methods) courses at the university. Data were analyzed using Paine's (1990) categories of orientations to diversity: individual difference, categorical difference, contextual difference, and pedagogical difference. The study suggests that most preservice teachers have an individual difference view of gender equity in which they strive to treat all students the same to avoid discrimination. Some students hold a categorical view of gender equity in which they strive to overcome stereotypes about boys and girls. A small number of students actively denied that gender issues have any relevance to education.

Source: NOMAD Nordic Studies in Mathematics Education

DOI: 10.7146/nomad.v6i1.146499

Authors: Denise S. Mewborn, Deborah A. Gober

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Gender equality

Open Access status: hybrid

OpenAlex ID: W4404856093

FWCI:

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Related to: 10