GENDER DIFFERENCE IN LEARNING OF MATHEMACTICS

Introduction:

Gender differences in the learning of mathematics have been a widely discussed topic among mathematicians, through professional publications, the popular press and various other media. It is very important for teachers of mathematics to ask if there is any gender difference in the learning of mathematics.  If the answer is 'Yes' then we have ask ourselves more questions like, “Are females born with lesser mathematical genes than males? Do females have lesser ability to perform mathematics than males?” Is there a way to teach so that female students learn more effectively?

 In the Bhutanese context, Bhutan is regarded as a relatively "gender balanced" country in the region. In the social context Bhutanese women are regarded favourably. Women also enjoy a dominant role in family, and equality in inheritance law and the legal system. While women are involved and engaged in all spheres of economic, social and political life, certain disparities do exist, especially in the positions that require mathematical background, like Engineering, Information Technology, Mathematics teaching, Accountancy, etc. This disparity leads us to question ourselves. Are Bhutanese females weaker in mathematics than Bhutanese males? To answer the above question I will try to reason out what might be the causes for the weaker test results of mathematics by Bhutanese females.

Enrollment of girls in the schools:

When it comes to the education of the children, Bhutanese parents traditionally give preference to the boys rather than the girls. This is evident in the lower enrollment of girls in schools, which might lead to fewer opportunities for girls to take jobs which are challenging and need mathematical background. Historically and still today, there are fewer girls in the entire education system, and the competition they feel for jobs is negligible. The jobs available for girls are plenty, and these jobs don’t required strong mathematical backing, like typing, office assistants, personal assistant, nursing etc. Enrollment of fewer girls in school and easily available plenty of jobs might have discouraged girls from doing the hard work required in learning advanced mathematics. Anyone taking mathematics as major subjects has to do lot of hard, abstract, theoretical work.

The table below reveals some interesting statistics about the fact that a small percentage of girls enrolled in schools at all levels, when compared to boys.

Enrollment	1990	2000
Girls in Primary School (for every 100 boys) Girls in Secondary School (for every 100 boys) Girls in Tertiary School (for every 100 boys)	69 43 12	82 78 41

(Source of information: - Kuensel, dated May 10, 2003 p. 8)

The enrollment of girls in Primary, Secondary and Tertiary level from the table clearly shows that many girls drop out of formal education beginning at the secondary level and accelerating at tertiary levels.

Sherubtse College was upgraded to offer degree course in early 1980's in three streams of science, commerce and arts. It has seen its first female student graduate with a mathematics degree (i.e. Pure Science) only in year 1993. For a decade, no women students took up mathematics as their major subject for B.Sc. (Pure Science group, i.e. Physics, Chemistry and Mathematics Combination). Hardly any female students qualified from XII for the pure science; they tend to choose Bio- group (Biology, Chemistry and Physics) as their option. Biology requires more of rote learning, where they do well.

My school, Gyelpozhing Higher Secondary School, offers options for Pure Science,  Bio Science or Bio-Math; students who want to continue higher secondary or tertiary education in science, take any one of these options. We had 80 students taking science in the year 2003. Out of 80, only 12 are girls and 68 are boys. Out of 12 girls, only 4 girls have opted for mathematics i.e. Pure Science and Bio-math. This option in taking mathematics by girls and boys, shows that our girls are weaker and/or less interested than our boys in learning of mathematics at the higher levels of study. When interviewed, some girls made comments such as these; "We find Biology more useful and easy to learn"; "Mathematics is too difficult in class XII, I am facing problems in solving the equations and deriving the formulas and I am already thinking to drop it, as I am in Bio-Math". Others taking biology as an option, said, "Biology is easy as it requires only memorization, I hate thinking too hard; that's why I dropped mathematics". The above comments give us an idea why girls are less numerous in higher secondary math classes.

 However, the enrollment pattern is opposite for girls and boys where the demand of mathematics is less and other subjects is more. For instance in the Royal Institutes of Health Science (RIHS) in year 2002, there were 17 girls getting trained for general nursing midwifery  (GNM),  where the major subject is biology and no mathematics is needed. When interviewed, one of senior lecturers said, "We have trained more girls than boys so far, and we have always observed during interviews for enrollment, more girls comes forward to take up the course than boys". For the GNM, courses Class X pass students were enrolled until last year, where opportunities for girls and boys were the same.

 In contrast for the same year, Royal Bhutan Polytechnic had 13 girls compared to 80 boys taking engineering courses, which required mathematical background and where Mathematics is a major subject. "Only a few girls take the course and they do well. Many girls have to re-sit the exam. Boys are doing better in the subject," says a lecturer at the college. The evidence discussed above in the enrollment pattern in our higher secondary level school and institutes, is more evidence that our girls are neither enrolling nor performing at par with our boys at the higher level in learning of mathematics as the major subject.

Performances in Mathematics at different levels  

The difference in mathematics learning is seen as a great disparity between males and females in higher secondary level. However, there is not much of difference in the learning of mathematics at primary, lower secondary and secondary level in our schools. In fact at the primary level, in general girls perform even better than boys. At the lower secondary level, the performance of girls is at par with the boys. At Gyelposhing Higher Secondary School, in one class of 30 students (18 boys and 12 girls), only four girls and seven boys failed mathematics. Their marks are similar. This shows that girls and boys perform fairly at par in the lower secondary level.

From the sample I have taken from Gyelpozhing HSS, of 30 students in class, 20 boys and 10 girls at the secondary level, 30% of girls and 35% of boys have succeeded mathematics course.  At the Higher Secondary level in the same school, there are ten students taking mathematics, 2 girls and 8 boys. Only one girl has passed with a minimum score of 40% as her highest mark. Out of 8 boys, 6 boys passed mathematics with 90% as the highest mark. In this small sample, this performance at the higher secondary level shows that boys are doing better than the girls. This trend of success in mathematics in Bhutanese education is similar to trends highlighted in the study conducted staged by Kreinberg, Eccles and Backer (1985), and  that is also true in the rest of world. In their study, they say "One has only to think about number of females is any mathematics related career to recognize that females do not participate in careers that require mathematics at near the same levels as do males. For example, in 1980 only 9.7% of those who graduated with a degree in engineering were females" (p. 407).

The possible causes of sex-related differences in learning of mathematics

                What prohibits females from becoming better in mathematics or at par with male students? So far no researches have found a totally satisfying answer.  However various factors that might lead to the causes are discussed in detail in relation to the development of sex-related differences in learning of mathematics.

1) Biological Differences:

Are there any biological differences to explain the learning of mathematics between males and females? Crockett and Peterson (1984) reviewed the literature, and found that evidence supporting any direct effect as an explanation of sex-related differences in intellectual activities in largely inconclusive (p. 413). The most important effect that we can consider here is, how do we as a society respond to the fact that a child is a male or female? Do we give more attention to the baby girl or a boy? Still when children are quite young, we respond to them differently especially allowing them to play, mix with friends etc. The ways we talk to children of different genders make them feel that they are different. By the time they go to school, their mind is already set that girls should be going, playing, eating, and staying with girls, and boys with the boys. In the Bhutanese context, no school is separate for boys and girls; we have a co-educational system. Generally this difference should not arise as they mix up with boys from very early childhood. Also our society does not differentiate between boys and girls; we give equal importance to boys as well as girls. But we observe these differences in schools like girls are shy; hereby they do not come forward to ask help for their problems. This is because we parents are very cautious about the behaviour of girls and are more careful about their upbringing than our boys. These influences affect the girls biologically that they tend not to do risk taking things that boys do. This effect is perhaps carried on to the learning of mathematics.   

Cognitive Influences:

Crockett and Peterson (1984) say, “No difference exists between males and females in general intelligence" (p. 413).  However, Fennema (1975), Maccuby & Jacklin, (1974) wrote,

One cognitive variable that many believe may help to explain a sex-related difference in mathematics performance is spatial visualization, a particular subset of spatial skills. Even though many sex-related differences are being challenged, the evidence is still persuasive that in many cultures male superiority on tasks that requires spatial visualization is evident beginning during adolescence. (__).

Spatial visualization means being able to imagine of the movements of objects in the mind; spatial visualization is found to be better for the boys than girls.

Also, Scott Hodgetts (in Burton, 1986) offers some explanation of the view that gender differences in learning mathematics may be associated with differences in cognitive style. Her hypothesis is that people who are inclined to adopt a serialist approach to learning are disadvantaged when learning of mathematics and that great portion of girls than boys’ exhibit serialist performances.   

Socialization influences:

From early childhood, the experiences which the world provides for girls and boys are totally different. They are given different kinds of things to play with. Girls are not allowed freely to go out of the house whereas boys can. Girls are usually taught to weave cloth and work in the kitchen with their mothers and sisters. While working they are reminded of breakages, danger of handling delicate things like the lightening of gas, washing of plates etc. This leads girls to be careful even if they try to do anything on their own. They get scared that they might spoil something if they try, so better not to try if it is difficult. This effect will be carried with them, will be developed within them, and discourges them from trying difficult problems. On the other hand boys are allowed to go anywhere while playing with their friends. They do not mind even trying with tough games like Khuru, Degor, archery, football, volleyball etc. Even if they are hurt badly they do not mind. The competition developed within the group of friends leads to the development of risk taking, problem solving and the winning spirit. They have developed a different concept: even if I might lose, I will try. This strong concept of trying hard, developed in the brain, might be helping the boys to solve difficult problems in higher level mathematics even if it's hard. However, girls are not encouraged to be adventurous risk takers. They have the concept that they should not go out to play, not to mix with the boys frequently, not to trust everybody, not to go around alone. These might lead girls to develop the inferiority complex in comparison with the boys. Girls are much more cautious most of the time; this hesitance must have been developed because of early childhood admonitions. This socializing might be hampering them in handling hard problems.

Family socialization patterns are seemingly reinforced by socialization patterns in school. When we open any mathematics book, talk about mathematics, read mathematics etc., the subject is presented as a male dominated subject. Hardly ever do we see any females' names in the mathematics book; there are no role models.  This might be discouraging to girls, that women have not been able to do mathematics earlier and why should they try now. I interviewed around twenty of the class 10 students to find out whether they were taught by the male teachers or female teachers the subject mathematics. Eight of the girls said that male teachers taught them from class III till ten. Two of the girls said, their math teacher in class III was a female and in rest of the classes they were males). This shows that our girls gets discouraged to do well in mathematics as they find mathematics is a male dominated subject.

 

Classroom Influences:

Classroom influence deals with the relation that exists between girls and boys, and the differentiated roles they assume in the classroom. Boys and girls are assigned to the same classroom, they are taught by the same teacher, they are awarded the same punishments and awards, and they follow the same curriculum. This gives us the impression that there should not be any difference between boys and girls in learning the subject. But if we look at them closely, the difference between boys and girls appears almost involuntarily. Boys and girls do not sit with one another in the class, help one another, or talk with one another as frequently as they interact with the same sex peers. Usually boys are dominant in the classroom. They tend to be leaders, and there tends to be more opportunities for the boys to interact with their teachers and friends. Also this idea of assuming leadership helps them to do better in the classroom as they have to perform well if they have come forward in future times as well. Girls as they do not come forward to seek help; they get less attention from their teachers. This might be helping the boys to learn better and try harder to impress their teachers. They try harder to impress teachers' leads to have patience and practice, which definitely helps them to learn mathematics better than girls.  

Attitudinal Influences:

Having positive beliefs about oneself in relation to mathematics is an important aspect in learning of mathematics. The same beliefs influence the learning of mathematics by influencing.

1)       How hard we work with the problem.

2)       How consistent are we in performing the problems.

3)       Do we work independently or always ask for the help.

Our internal belief is that mathematics is a male dominated subject. Osen (___) says that many women in our present culture value mathematics, but it is not seen as an appropriate domain for females. She perceives that teachers and peers have lowered expectations for girls' mathematical success. Success is not valued by the girls even if they do well as this is seen as an exceptional that should not have happened. Attitudinal influence leads to an inferiority complex in females in comparison to the males. This socially acquired complex leads to disliking the subject.

Conclusion

From the observations, discussions, and research, there is a serious gender difference in learning of mathematics within our Bhutanese schools, as there is outside Bhutan. It's of a serious concern for each and every one of us as teachers to think how can we overcome these differences and overcome all the problems that are hampering our girls to perform at par with the boys in the higher level mathematics. We have to consider factors where we have an influential role to play in bridging the gap, such as attending to classroom influences. Other problems, like socialization influences, might take years to overcome till the parents in all of our homes are educated and do not see any difference between boys and girls in their abilities and aspirations.

I am optimistic that we will be able to overcome these problems in the long run. I am confident that with more of our girls becoming educated, they will realize the value of mathematics in our day to day life and its importance. Although the problem does not seem high priority in Bhutanese society, it exists in the schools, and in the field of work. If we want equal opportunity for females, we must work hard in performing at par with the male counterparts overcoming all the influences that might be hampering the learning of mathematics by girls.

References:

Thomas, R. (1998).  Teaching Mathematics in grades K-8, Research based method.  City of Publication: Allyned Bacon Inc.

Acknowledgements:

I would sincerely like to thank Zane de Noncourt, Writing coach to the Canada-Bhutan M.Ed Students, STFX University, Canada for the correction of the grammar in my work apart from the correction of my assignments. Also I would like to thank my colleagues of Gyelposhing Higher Secondary School for encouraging me during my initial phase of the write up. Also I would like to thank my wife for being the source of inspiration and support in my work.