Improving adolescent girls' math self-perceptions.

Abstract

Research hints that gender differences in participation rates in math-related careers arise during middle place of education Significant drops in girls' mathematical self-confidence, interest, and aspirations be found in this period even before academic grades or achievement ordeal scores decline. We developed an educational intervention program for seventh-grade girls to encourage mathematical interest using relevant real-world examples, small-group experiences, and mentoring by means of school teachers and graduate pupils Participants showed higher mathematical self-perceptions after the intervention while maintaining high career aspirations. These findings have implications for K-16 educators.

Introduction

Women are clearly underrepresent in mathematics, science,