Girls, moms, and math: A study of the relationship of self and maternal attitudes towards mathematics and girls\u27 mathematical success in an affluent suburban community

This study focused on gender-based mathematics performance. It was a qualitative study of girls and their mothers conducted to identify variables that may to be associated with the success or lack of success of the girls. By examining maternal responses to mathematics-related questions, themes emerged that could be related to information gathered on the daughters. Efforts were also be made to determine if the perceptions of low-performing girls differed from those of high-performing girls, as well as the views of the mothers of both respective groups. Selected student participants were a sample of the highest and lowest performing female third graders in mathematics (excluding special education and below grade level students), based on a computerized, nationally norm-referenced assessment (Northwest Evaluation Association, 2009). Qualitative data was collected using a variety of methods including a review of archival information, participant surveys, mother participant interviews, student focus groups, and discussions with classroom teachers. The study took place in an affluent, suburban school district. The data gleaned from this study can, ultimately, be utilized to gain a better understanding of female attitudinal factors and the potential relationship that perceptions might have on mathematics performance. While the study yielded more than 40 findings, some integral conclusions were that mothers of high performers attributed their stay-at-home status and high involvement to their daughters\u27 success. They also believed that strong math skills would later help their daughters with life choices, such as with getting into a suitable college and securing a desirable, lucrative job. After evaluating the most cogent findings from this study, implications for theory, research, and practice followed. First, research efforts in the field were revisited and key conclusions from the study were either synthesized with or shown to refute aspects of the existing body of literature. Then, ideas on how to extend the study and additional areas to explore were outlined. Finally, recommendations on how classroom practices might be informed were provided for educators and relevant findings germane to home life were identified for consideration by mothers