The factors influencing secondary school girls' mathematics subject selections

© 2014 Robyne Jayne ClyneIn Australia, the number of enrolments of secondary school students in advanced Mathematics courses has been declining. This is at a time when mathematical abilities are considered to be a key component in the progressive and contemporary economy with the future prosperity of the nation depending on a significant proportion of the workforce to be educated disciplines including advanced mathematics. High technological skills and productivity are essential in a world that is becoming increasingly dependent on knowledge and innovation. Of particular concern is, while the gap between genders is closing (with the exception of the high performing students); the gender discrepancies in enrolments in some programs are substantial, particularly in the areas of mathematics and engineering. There continues to be an underrepresentation of females in mathematics courses and careers. With consideration of the previous literature, this research study explores the factors that influence girls’ mathematics subject selection in secondary school and discusses the findings and implications. The research was conducted at Hilltop Girls’ College, an all-female secondary school in Melbourne and employed qualitative methods to investigate the experiences and self-perceptions of the participants’ mathematics story together with their ability in mathematics. The data were collected via semi-structured interviews with 22 students from Year 9 to Year 12 and 3 teachers from Hilltop. The analysis of the language used by the girls and teachers in the study revealed the major influence on the students’ subject selection was the perception that mathematics is required as it is a prerequisite for many desirable university courses and it will contribute to increasing the students’ Australian Tertiary Admittance Rank. The students uncovered that studying mathematics is considered valuable primarily because of the understanding that it is important for university entrance, not because is it interesting or required for a career. One of the most interesting findings from this research was that the students had very little idea of how the mathematics they study at school is used in everyday life or in the workforce. The investigation of the culture of mathematics at Hilltop revealed the high status of mathematics at the College which can cause some students to experience anxiety about mathematics and the assessment of mathematics. The other factors that proved to be lesser influences on girls’ choice of mathematics subjects include, gender stereotype, pedagogy, parental influence, the value the girls’ placed on mathematics and the girls’ attitudes towards mathematics