Gender inequality and education : changing local/global relations in a ‘post colonial’ world and the implications for feminist research

This article explores the relationship between education reform and gender equity, both within and between nation states. Utilising feminist critical policy analysis and post-colonial theory, it examines how education reform over the past decade has impacted on gender equity, and how educational reform is itself gendered. It considers the nature of gender restructuring; maps significant shifts in gender equity policy in the wider context of educational and social inequality debates; and through an analysis of recent research on gender identity, schooling and leadership argues that gender can no longer be privileged when identifying and responding to educational inequality. Key assumptions underpinning how social change and education reform delivers equity are questioned, concluding with feminist theorising about how social justice may inform equity policy and practice in culturally diverse educational contexts.

Geeks and nerds : computers, gender and the mathematics classroom

This paper presents some of the findings of a pilot study concerning gender differences in behaviour in a Year 10 co- educational secondary mathematics classroom that used computers. Analysis of interactions between students and the teacher and engagement with the task, the computer and the mathematics suggest some evidence of gender difference. A number of factors were hypothesised as relating to behaviour and this paper discusses the preliminary findings in relation to students' experience with computers and their style of interaction with computers.

Computers are taking mathematics into the next century : gender differences in attitudes of secondary mathematics students to the use of computers

Secondary students who participated in a computer enhanced mathematics program expressed positive attitudes about the use of computers. They viewed computers as a source of pleasure, success, relevance and/or power in mathematics. Girls were more likely than boys to qualify their support for the use of computers and more likely to view computers as a source of success in mathematics. Boys were more likely to claim that computers brought pleasure or relevance to mathematics learning.

Gender and socio-economic issues in the use of digital technologies in mathematics

This paper has been prepared to address the issues and questions of the theme ‘access, equity and socio-cultural issues’. Findings from two studies are reported. In the first study gender issues in mathematical learning environments when computers were used were investigated. In the second effective practices for teaching disadvantaged or marginalised students with digital technology are canvassed. Teaching for equity and social justice in the digital age is complex. Teachers need to be aware that their beliefs and classroom practices may exacerbate gender and cultural inequalities in mathematics learning. Approaches that are consistent with social-constructivist and democratic theories need further investigation.

Trends and factors concerning gender and mathematics in Australasia

For many years now gender differences in average mathematics achievement in Australia and New Zealand have not been significant in large-scale domestic and international studies. However there is some recent evidence, from Australia at least, that gender differences in achievement favouring males may be re-emerging and, despite some positive affective findings and trends with respect to affect and participation leading up to the turn of the century, a pattern of lower interest and declining participation in mathematics among girls is evident. In this paper, trends in gender equity with respect to participation, achievement and affect reported in the literature over the past decade will be presented and analysed. Of particular interest are the factors that may have influenced these trends. Findings from recent research will be discussed. However it would seem that the attempts made by researchers to explain these trends are either limited in their capacity to establish an explanation or imply a deficit view of girls. An alternate position on gender equity and explanation of these trends will be presented in this paper with the purpose of making a contribution to the debate on curriculum and pedagogy in mathematics education.

Using assessment data : does gender make a difference?

Since 2000 gender differences in mathematics achievement in Australia have reappeared. In this paper we report on the achievement outcomes of girls and boys in a longitudinal study of reform in low economic school communities. Analysis of student data to inform teaching was one element of student centred approaches implemented by teachers. Teachers targeted students’ next point of learning and more girls than boys participated in mathematics intervention programs. Growth in achievement was greater for boys than for girls in the primary years, and so the achievement gap that favours males widened. It is concluded that student centred approaches need to be gender inclusive.

Gender mainstreaming in Islamic primary schools in South Sulawesi, Indonesia : a textbook analysis

Gender mainstreaming is a strategy employed to achieve gender equality and equity by considering the experiences, aspirations, needs and problems of women and men in the process of planning, implementing, monitoring and evaluating all policies and programs of various sectors of social development (Ministry of Women's Empowerment Republic of Indonesia 2000). The government has undertaken activities including working with publishers in 2004 to address gender bias in textbooks. Various studies informed the analytic framework for this study of gender role depictions in Islamic primary school textbooks in South Sulawesi. Islamic primary schools in South Sulawesi were chosen for two reasons. The first reason was personal interest. The second reason was that a textbook analysis has not been completed since the implementation of the textbook writing program and it would be appropriate to conduct such a study in a province where gender mainstreaming is likely to challenge local ethnic culture and orthodox Islamic teaching. South Sulawesi provides such a context.

Book review - Changing the faces of mathematics : perspectives on gender

Reviews the book 'Changing the Faces of Mathematics: Perspectives on Gender,' by Judith E. Jacobs, Joanne Rossi Becker and Gloria F. Gilmer.

Showcasing recent Australian research in gender and mathematics

In this paper findings from a recent review of Australian research on gender issues in mathematics education (Vale, Forgasz & Horne, 2004) are presented.