The issue of gender in mathematical education is a huge subject in its own right, which we cannot fully do justice to here. Here are a selection of organizations, links to further resources, initiatives and articles.
IOWME is an international network of individuals and groups who share a commitment to achieving equity in education and who are interested in the links between gender and the teaching and learning of mathematics.
The Third European Girls’ Mathematical Olympiad will take place in Antalya, Turkey, April 10-16, 2014. The competition, inspired by the China Girls’ Math Olympiad, will be similar in style to the International Mathematical Olympiad, with two tests taken on consecutive days. Participating countries send teams consisting of their strongest four high-school-age, female mathematicians.
The First European Girls’ Mathematical Olympiad took place in Cambridge, England in 2012, organised jointly by Murray Edwards College (formerly New Hall, one of the three Cambridge Colleges originally founded for women) and the UK Mathematics Trust.
A list of resources for students and educators in the mathematical sciences, maintained by the Association for Women in Mathematics can be found here.
WISE’s mission is to increase the gender balance in the UK’s STEM (Science, Technology, Engineering and Mathematics) workforce, pushing the presence of female employees from 13% as it stands now, to 30% by 2020. Their services are designed to build and sustain the pipeline of female talent in STEM from classroom to boardroom, boosting the talent pool to drive economic growth.
WISE, which has nearly 30 years experience of inspiring girls to pursue STEM subjects, now incorporates the UKRC, which had a contract from the Government from 2004-12 to increase opportunities for women in science, engineering and technology through support services to business, education and women returners.
“One of the reasons why it is very difficult to change the number of women in mathematics is, that in many countries we are very few to begin with, e.g. in northern Europe. This immediately makes young women aware that they are different, if they pursue a mathematics career. In social psychology, “Stereotype threat” is considered as one of the consequences of being “the odd one out”.
We have to take this seriously both within ourselves and when we teach, so here are a few resources, which some of you may find useful: www.reducingstereotypethreat.org explains what it means and also how to fight it.”
> Are boys and girls equally prepared for life? Pisa products (2014) “The bottom line: The gender gaps in mathematics performance has largely remained stable over successive PISA assessments – which is not a good sign, considering that PISA results also show that both boys and girls can perform at the highest levels. More troubling, still, is the fact that the gender gap extends to students’ attitudes towards learning mathematics, which has repercussions in life well beyond school. Shrinking these gender gaps requires a concerted effort by parents and educators to challenge and eliminate gender stereotypes and bolster girls’ beliefs in themselves.”
> Do Girls Really Experience More Anxiety in Mathematics? by Thomas Goetz et al, (August 2013) Two studies examining gender differences in gender anxiety. Implications for educational practices and the assessment of anxiety are discussed.
> Teaching Mathematics With Women in Mind by Jessica M. Deshler and Elizabeth A. Burroughs, (October, 2013) On teaching mathematics and looking at how gender bias affects the classroom environment.
> Female teachers’ math anxiety affects girls’ math achievement by Sian Beilock et al, PNAS 2009)
We rely on your input!
Please let us know about your organization, events, resources following the instructions here.