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Gender and the discourse of mathemat...

McBride, Maggie J.

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Gender and the discourse of mathematics education: A study of the consequences of socialization.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender and the discourse of mathematics education: A study of the consequences of socialization./
Author:	McBride, Maggie J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1989,
Description:	199 p.
Notes:	Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 7300.
Contained By:	Dissertation Abstracts International51-03A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9020214

Gender and the discourse of mathematics education: A study of the consequences of socialization.
McBride, Maggie J.

Gender and the discourse of mathematics education: A study of the consequences of socialization. - Ann Arbor : ProQuest Dissertations & Theses, 1989 - 199 p.

Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 7300.

Thesis (Ph.D.)--University of Oregon, 1989.

This study describes the taken-for-granted beliefs of women who have received degrees in mathematics and how these beliefs were influenced by the masculine discourse of this field. The dilemma of how these women reacted in their lives when faced with a powerful system of masculine norms and values has underpinned much of this study.Subjects--Topical Terms:

684418
Curriculum development.

Gender and the discourse of mathematics education: A study of the consequences of socialization.
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035 $a (MiAaPQ)AAI9020214
035 $a AAI9020214
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100 1 $a McBride, Maggie J. $3 3278704
245 1 0 $a Gender and the discourse of mathematics education: A study of the consequences of socialization.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1989
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 7300.
502 $a Thesis (Ph.D.)--University of Oregon, 1989.
520 $a This study describes the taken-for-granted beliefs of women who have received degrees in mathematics and how these beliefs were influenced by the masculine discourse of this field. The dilemma of how these women reacted in their lives when faced with a powerful system of masculine norms and values has underpinned much of this study.
520 $a The research involved individual, semi-structured interviews with seven women who teach or have taught math at the college level. Findings include observations about the full group as related to five research questions and a detailed analysis of metaphors they used to describe themselves within this discipline. An analysis of the language they used, helped to illustrate the power of the discourse of mathematics to shape and dominate the world in which these women live, and so influence their consciousness of what is normal.
520 $a The women interviewed appeared to believe in the notion that the discourse of mathematics is culturally and gender neutral. They tended not to see math as a rational discourse that perpetuates a masculine way of knowing and viewing the world. They saw that few women study mathematics but did not view this situation as problematic. In their own work, they associated high grades with success within this discipline and showed a strong belief in individual responsibility for their performance. Some were comfortable with their competitive edge and agreed that mastery of their studies had to be done alone.
520 $a The domain of analysis--socialization and language, gender bias, and notions of power/knowledge--were used as a basis for the analysis of themes and silences that characterized how these women interpreted their experiences in learning mathematics. Analysis of the metaphors they used to describe themselves in this field showed complex dualistic ways in which these individuals saw the issues described above. Their self-evaluation and feelings of their own work were also considered in relation to their assumptions about this rational discourse.
520 $a Discussion of implications of the findings includes a statement that equality in the classroom is not so easily attained. To describe a different view of mathematics education, however, would involve reconceptualizing new theories to comprise an adequate philosophy of mathematics.
590 $a School code: 0171.
650 4 $a Curriculum development. $3 684418
650 4 $a Mathematics education. $3 641129
650 4 $a Higher education. $3 641065
690 $a 0727
690 $a 0280
690 $a 0745
710 2 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 51-03A.
790 $a 0171
791 $a Ph.D.
792 $a 1989
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9020214