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Are all freshman classes created equal?

Article Excerpt
Abstract

This study examined attitudes toward mathematics of 169 freshmen in Fall 2000 and 117 freshmen in Fall 2005 enrolled in mathematics courses at a private liberal arts college by use of the Attitudes Toward Mathematics Inventory (ATMI). Data were analyzed using a multivariate factorial model with four factors of mathematics attitudes as dependent variables (self-confidence, value, enjoyment of mathematics and motivation) and sex and incoming class as independent variables. Male students scored significantly higher than female students in all four factors.

Introduction

As Millennium Generation students enter college, it is of interest whether or not there has been a change in the attitudes toward mathematics of the students and if gender differences continue to exist. Explanations of the math gender gap have focused on social and cognitive differences. At least on the SAT, boys have surpassed girls consistently. Recent SAT and ACT reports indicate that in the last decade Math national means have increased for males and females. Math SAT scores are higher for men, remaining at about a 30 point difference between 1996 and 2000, but females have gained 19 points while males have gained 13 points (Hoover, 2001; ACT, 2003).

Males do better on multiple choice tests in mathematics, while girls are better on open-ended or essay questions that involve verbal skills (Beller & Gafni, 2000). Boys have better spatial ability (Collins & Kimura, 1997; Nordvik & Amponsah, 1998). Differential treatment of males and females in math classes has also been used to explain the difference, because females are not supported in math aspirations by their instructors and their parents (Hammrich, 2002). Efforts to create equal educational opportunities for females are primarily based on changing the attitudes of females about the study of math and pursuit of technical careers, because there are only social impediments to women entering technical fields and professions. Some researchers maintain that it is important to foster safe and nurturing environments in order to encourage female students' success in science and mathematics (Allen, 1995; Hammrich, 2002; Mann, 1994).

While it is clear that girls outperform boys in verbal skills, the reasons for lower math achievement may be related more to attitudes than ability. In a longitudinal study, Davis-Kean, Eccles, and Linver (2003), reported that girls are not under-performing in middle school and high school math; because achievement in math classes is virtually the same for both groups. But girls seem to have less interest in the subject....

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