This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight attitudes measured by the Fennema-Sherman Mathematics Attitudes Scales, a measure of Mathematics Activities outside of school, and number of Mathematics Related Courses and Space Related Courses taken. Complex results were obtained. Few sex-related cognitive differences but many attitudinal differences were found. Analyses of variance, covariance, correlation, and principal components analysis techniques were used. The results showed important relationships between socio-cultural factors and sex-related cognitive differences.

Sex-related defferences in mathematics achievement, spatial visualization, and affective factors

George Weinberg’s introduction of the term homophobia in the late 1960s challenged traditional thinking about homosexuality and helped focus society’s attention on the problem of antigay prejudice and stigma. This paper briefly describes the history and impact of homophobia. The term’s limitations are discussed, including its underlying assumption that antigay prejudice is based mainly on fear and its inability to account for historical changes in how society regards homosexuality and heterosexuality as the bases for social identities. Although the importance of Weinberg’s contribution should not be underestimated, a new vocabulary is needed to advance scholarship in this area. Toward this end, three constructs are defined and discussed: sexual stigma (the shared knowledge of society’s negative regard for any nonheterosexual behavior, identity, relationship, or community), heterosexism (the cultural ideology that perpetuates sexual stigma), and sexual prejudice (individuals’ negative attitudes based on sexual orientation). The concept of internalized homophobia is briefly considered.

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Beyond “Homophobia”: Thinking about sexual prejudice and stigma in the twenty-first century

In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between -0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics.

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New Trends in Gender and Mathematics Performance: A Meta-Analysis

Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean ages 13.19, 12.36, and 14.41, respectively, for Cohorts 1, 2, and 3. Self-perceptions and values declined through adolescence, and ratings about difficulty and effort required increased. Gender differences favored boys for math and girls for English, with little evidence for gender intensification or gender convergence hypotheses. Explanations reference socialization and social-cognitive developmental theories and features of the curricula, with domain-specific patterns implying domain-specific explanations. Existing research is extended by modeling a broadened set of social-cognitive constructs within the Australian context.

https://users.monash.edu/~hwatt/articles/Watt_ChildDevt_2004.pdf

Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students.

This paper presents an interpretive summary of the progress that has been made in the study of motivation, especially as this work relates to the area of education. Motivation research has “come of age” with theoretical frameworks rooted in an established body of findings, and with the development of core methodologies for pursuing further knowledge. It has begun to provide a firm base for guiding educational practice. Current work is clearly in accord with mainstream psychology in that cognitive models of motivation are the predominant guides for research. Future work is likely to focus increasingly on how the meaning construction process affects engagement in tasks. Researchers should consider a wider array of research procedures and give greater attention to understanding motivation as it occurs in natural settings, especially as educational interventions are attempted. A serious deficiency in the motivation literature is that relatively little attention has been given to differences related to sociocultural backgrounds.

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Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go

Objective: This is the first systematic examination of the efficacy of a cognitive remediation programme (CRP) for management of adult Attention Deficit Hyperactivity Disorder (ADHD). The CRP was designed to target problems commonly associated with adult ADHD, namely, attention problems, poor motivation, poor organizational skills, impulsivity, reduced anger control and low self-esteem.Method: In a randomized, controlled trial, a representative sample of adults with ADHD (some medicated, some not) were assigned to either a CRP (n = 22) or a waiting list control (n = 21). The CRP was delivered in an intensive format with eight two-hour, weekly sessions with support people who acted as coaches, and participant workbooks with homework exercises.Results: Participants who completed the CRP reported reduced ADHD symptomatology (effect size (d) = 1.4), improved organizational skills (d = 1.2) and reduced levels of anger (d = 0.5). Clinically significant improvements in ADHD symptomatology (d = 1.4) and organizat...

A Cognitive Remediation Programme for Adults with Attention Deficit Hyperactivity Disorder

This study of Australian students’ perceptions of achievement argues for flexibility in gender stereotypes, varying with the frame of reference, and the multidimensionality of self-concepts. Students in the first 4 years of high school (N = 663) completed tests and questionnaires about mathematics and English. The systematic patterns of their responses depended on contrasting subject domains and the specific or general nature of aspects of their achievement. Gender differences in how well students thought they performed were at odds with similar performances on standardized tests. Two sources of gender stereotypes explain complex interactions of gender and subject domain for interrelated aspects of achievement—a tendency by males to overestimate specific task performance across domains, and traditional gender stereotypes about “natural talent” for females in English and for males in mathematics. The broad implications for ways we think about mathematics and gender require an understanding of discrete noti...

Influences of Gender Stereotypes on Adolescents’ Perceptions of Their Own Achievement:

Comprehensive, reliable, and valid measurement of prejudicial attitudes and behaviors toward lesbians and gay males has been identified as a priority. A sample of undergraduate (N=97) and high school students (N=40) completed three reliable measures of cognitive (Modified Attitudes Toward Homosexuality Scale), affective (Affective Reactions to Homosexuality Scale), and behavioral (Homophobic Behavior of Students Scale) reactions to homosexuals. Undergraduate students' responses confirmed the three-factor structure (homophobic guilt, homophobic anger, delight) of affects in this domain, and supported the concurrent validity of the behavioral measure. Predictive validity of the behavioral scale was demonstrated by findings of the high school study which showed that students subsequently acted in accordance with their responses to this paper-and-pencil test. LISREL confirmatory factor analysis of the overarching model indicated that a tripartite (cognition-affectbehavior) measurement strategy was appropriate. This strategy may be used in future research to provide comprehensive indication of which educational interventions make a difference in improving understanding and acceptance of homosexuality.

Measuring cognitive, affective, and behavioral components of homophobic reaction.

This study explores the gendered nature of academic work based on the Carnegie Foundation's International Survey of the Academic Profession. Characterisation of related yet discrete aspects of academic work describes commonalities between men and women, and in particular, highlights the aspects that discriminate between them. Responses by men and women from Australia, Germany, Hong Kong, Israel, Mexico, Sweden, UK and USA were analysed within following themes: working conditions; professional activities of teaching, research, and service; issues of governance and management, and the international dimensions of academic work.

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An international study of the gendered nature of academic work: Some cross-cultural explorations

This study takes a lifespan perspective on academic career development across several countries, in examining contributions to aspects of academic work in terms of gender, age groups, and years of experience in higher education. The study was based on the recent International Survey of the Academic Profession (Altbach, 1996). Findings suggest common themes regarding attitudes and activities within the gendered context of academic work that vary from one country to another and among working conditions, activities of teaching, research and service, issues of governance and management, and international dimensions of academic work. A general model is then described of activities and attitudes that constitute academic work. These findings are discussed in terms of strategies for career development that optimise the academic in a context.

Laurel J. Bornholt

Papers

A Cognitive Remediation Programme for Adults with Attention Deficit Hyperactivity Disorder

Influences of Gender Stereotypes on Adolescents’ Perceptions of Their Own Achievement:

Measuring cognitive, affective, and behavioral components of homophobic reaction.

An international study of the gendered nature of academic work: Some cross-cultural explorations

Career Development of Academics: Cross-cultural and Lifespan Factors