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Parent-Child Conversations About Mat...

Stone, Terry.

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Parent-Child Conversations About Mathematics: Are There Gender Differences?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Parent-Child Conversations About Mathematics: Are There Gender Differences?/
作者:	Stone, Terry.
面頁冊數:	47 p.
附註:	Source: Masters Abstracts International, Volume: 49-04, page: 2746.
Contained By:	Masters Abstracts International49-04.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1489777
ISBN:	9781124540641

Parent-Child Conversations About Mathematics: Are There Gender Differences?
Stone, Terry.

Parent-Child Conversations About Mathematics: Are There Gender Differences? - 47 p.

Source: Masters Abstracts International, Volume: 49-04, page: 2746.

Thesis (M.A.)--University of Nebraska at Omaha, 2011.

Previous research has established a linkage between parents' sex-role stereotypes and future academic success of their children. This study attempted to gain insight into the origins of gender stereotypes regarding mathematics, a stereotypically masculine domain, by examining early parent-child conversations. It was hypothesized that parents may directly or indirectly transmit sex-role stereotypes regarding mathematics through early conversations with their children, potentially contributing to the gender gap within the field of mathematics. Parents' stereotypes and attitudes regarding children's mathematical ability were analyzed within the context of naturalistic conversations with sons and daughters, ages 3, 5, and 6. Transcribed conversations were drawn from the Child Language Data Exchange System (CHILDES). Gender, age of child, and socioeconomic status were the group level variables of interest. No significant gender differences were found with regard to the proportion of mathematics words spoken by mother and child, indicating that mothers do not engage in gender stereotyping regarding mathematics during this early developmental period.

ISBN: 9781124540641Subjects--Topical Terms:

1017588
Education, Mathematics.

Parent-Child Conversations About Mathematics: Are There Gender Differences?
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502 $a Thesis (M.A.)--University of Nebraska at Omaha, 2011.
520 $a Previous research has established a linkage between parents' sex-role stereotypes and future academic success of their children. This study attempted to gain insight into the origins of gender stereotypes regarding mathematics, a stereotypically masculine domain, by examining early parent-child conversations. It was hypothesized that parents may directly or indirectly transmit sex-role stereotypes regarding mathematics through early conversations with their children, potentially contributing to the gender gap within the field of mathematics. Parents' stereotypes and attitudes regarding children's mathematical ability were analyzed within the context of naturalistic conversations with sons and daughters, ages 3, 5, and 6. Transcribed conversations were drawn from the Child Language Data Exchange System (CHILDES). Gender, age of child, and socioeconomic status were the group level variables of interest. No significant gender differences were found with regard to the proportion of mathematics words spoken by mother and child, indicating that mothers do not engage in gender stereotyping regarding mathematics during this early developmental period.
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