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Social Categories and Student Perceptions in High School Mathematics
Author(s) -
Watt Helen M. G.,
Bornholt Laurel J.
Publication year - 2000
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2000.tb02532.x
Subject(s) - perception , salient , expectancy theory , mathematics education , psychology , value (mathematics) , odds , social psychology , mathematics , logistic regression , computer science , statistics , artificial intelligence , neuroscience
The plans that adolescent boys and girls make about participating in senior mathematics courses and mathematics‐related careers are often at odds with their actual mathematics achievements. In contrast to explanations relating plans to gender differences in mathematics performance, mathematics participation can be explained by expectancy‐value models of academic choice, based on gendered self‐perceptions, task perceptions, and value judgments. This study with Year 10 Australian students ( N = 199) added to an expectancy‐value model the students' current course levels that act as salient social categories. The results suggest that intervention programs need to target perceptions by girls and boys about mathematical talent, as well as making mathematics more useful and interesting to young adults. The findings raise further questions about the stratification of students into separate mathematics courses during the early years of high school.