ERIC ED359381: Barriers to Women Entering the Workforce: Math Anxiety. Research Bulletin No. 3.

6 Pages·1992·0.21 MB·English

by  ERIC

tl
DOCUMENT RESUME
ED 359 381
CE 064 012
AUTHOR
Bernstein, Joan D.; And Others
TITLE
Barriers to Women Entering the Workforce:
Math
Anxiety. Research Bulletin No. 3.
INSTITUTION
Montclair State Coll., Upper Montclair,
NJ. Life
Skills Center.
PUB DATE
92
NOTE
6p.; For the full report summarized
here, see CE 064
011.
PUB TYPE
Reports
Research/Technical (143)
JOURNAL CIT
New Jersey Equity Research Bulletin; n3
Fall 1992
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Attitude Change; Change Strategies;
*Demography;
Ethnic Groups; Females; High Schools; *High
School
Students; *Mathematics Anxiety; Racial
Differences;
Sex Differences; State Surveys; *Student
Attitudes;
Vocational Education
IDENTIFIERS
New Jersey
ABSTRACT
One of four research projects designed
to examine
barriers to the entrance of
women into the workforce, the study
described in this bulletin examined
the feelings of math in students
in single parent and nontraditional
career preparation programs in
relation to selected demographic
characteristics. Survey instruments
consisting of a brief math test (to
evoke feelings of math anxiety in
students prone to them) and
an attitude scale were administered to
1,152 students in vocational-technical
and comprehensive schools in
12 New Jersey school districts.
At age 12, males felt slightly
more
math anxiety than females did.
By age 14, however, females
were more
anxious about math than males
were. The feelings of math anxiety
expressed by females were consistently
higher than those of males
until age 19. As they aged,
students of both sexes became
significantly less anxious about their
math abilities. Males in the
African-American, Hispanic, Asian,
and Native American groups
exhibited high levels of math anxiety,
as did females in the
African-American and Hispanic
groups. Math anxiety was significantly
lower among students of both
sexes who had completed college
preparatory mathematics, algebra (I
and II), and geometry. Actions
recommended for confronting mrth anxiety
included asking math
instructors to conduct a self-assessment
of gender and ethnicity
disparities in the classroom, starting
a math club for females, and
learning the visualization technique
of anchoring. (Contains 12
references.) (MN)
***********************************************************************
Reproductions supplied by EDRS
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from the original document.
***********************************************************************
BARRIERS TO WOMEN ENTERING THE WORKFORCE:
MATH ANXIETY
RESEARCH BULLETIN NO. 3
Life Skills Center
Montclair State College
"PERMISSION TO REPRODUCE THIS
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DEPARTMENT Of EDUCATION
Once o) Educahonal RoSeart.h
MATERIAL HAS BEEN GRANTED BY
and Impreyemen1
EDUCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
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HEM PRE EQUITY WORM BEBE
Fall 1992
Research Bulletin Na 3
Life Skills Center, Montclair State
Purpose
Barriers to Women
The purpose of the research project was to examine the impact of math anxiety on
EnteringtheWodcforce:
students enrolled in single parent and nontraditional career preparation programs and
to examine feelings of math anxiety as related to selected demographic characteristics.
Math Anxiety
A nontraditional career is defined as one held by seventy-five percent of the opposite
gender. Additionally, the study examined participant characteristics most likely to be
associated with feelings of math anxiety. Fear of math and working with mathematical
JOAN D. BERNSTEIN, ED.D.,
concepts may be one of the factors which prevent women from choosing employment
Project Director
training programs which can lead to higher paying positions. Alexander and Martray
LINDA B. REILLY, PH.D.,
(1989) define math anxiety as feelings of tension and anxiety which interfere with the
Principal Investigator
manipulation of numbers and the solving of mathematical problems in a wide variety
JOANNE F. COTE-BONANNO, MA,
of ordinary life and academic situations.
Project Coordinator
Review of literature
wingthe1991-92schoolyearthe
0
Math anxiety has been suggested as an explanation for the lack of interest on the part
A@IvJerseyDivisioncfAdult and
of females in math and science intensive career options. Females are thought to suffer
Occupational Education von-
more from math anxiety than males. However, these feelings may be the result of the
soredastudytoetzsminemath anxiety
commonly accepted attitude that math proficiency is a part of the male doinain and that
as it affects the ability of women to
females are not expected to engage in math intensive careers (Singer and Stake, 1986).
In order to
enter theivi?rkforre.
Flessati and Jamieson (1991) found that expressions of math anxiety are more
learn more about the effect of math
acceptable for female than male students even though females exhibited superior
anxiety a study was conducted by
proficiency in math. Females have been found to be less likely to select courses in
the Life Skills Center at Montclair
mathematics. Students who have more extensive math experience and report success
State to measure the level of anxiety
in math-related encounters are more likely to report lower math anxiety (Singer and
Stake. 1986: Flessati and Jamieson. 1991; Tocci and Engelhard, 1991). In research
expressed and to examine the char-
conducted by Wigfield and Meece (1988) grade level has also been found to be
acteristics of the participants most
significantly related to feelings of math anxiety. Ninth grade students, males and
likely to express feelings of math
females, were found to be the most math anxious while those in the sixth grade
anxiety. Fear of math and working
exhibited the lowest levels of math anxiety. The AAU\V Report (1992) How Schools
with mathematical concepts has
Shortchange Girls indicates that no gender differences were found in the problem-
been suggested as one ofthefaaors
solving abilities of middle school students. However. among students in the twelfth
which limit women in academic
grade, males were more likely to be in the top 10-20 percent of students in all content
choices and career aspirations
areas of math with the exception of algebra. The National Science Board (1989) reports
(Hunsley and Assail, 1988). By
that similar percentage:, of girls and boys took the same math courses up to the calculus
understanding more about the
level of instruction. Calculus was taken by 7.6 percent of males but only 4.7 percent
of female students. Fennema and Sherman ( 1977) found a strong correlation between
characteristics of.students suffering
math achievement and math confidence.
firym math anxiety, programs can
be developed to increase feelings of
Procedure
self
em and confidence. This study
was one ofafourpartresearrh project
This study was conducted. using a survey design, during the fall of 1991 with 1.152
students in twelve school districts located throughout New Jersey. Students in
concerned with examining barriers to
women preparing to enter the
vocational technical schools and those in comprehensive schools were sampled.
The instrument consisted of a short math test and an attitude scale to measure
workfare. Otherbarriersstudiedwere
students' feelings of math anxiety. The math test was not used to measure math
smualharassmenAstudentknowlalge
competence. but to allow the students to experience math anxiety in close
and attitudes about nontraditional
proximity to the time when they were asked to indicate their feelings about math.
careers, and attitudes toward
Math comprehension was not assessed in this study.
women in nontraditional roles.
3
Fall 1992
111111 JERSEY fan RESEW' BRIBE
Demographic
math anxiety and demographic char-
anxiety score for males was significantly
acteristics indicated:
lower than that for females in the 14- to
Profile of Participants
This finding sup-
19-year-old range.
Gender. Age, and Math Anxiety
ports other research findings that females
The sample was divided between
are more anxious about their math
No significant differences were found
males (51 percent) and females (49
in the general feelings of math anxiety
abilities than males. The age at which
for male and female students. How-
percent).
they are most vulnerable to feelings of
math anxiety is the period between
ever. when students were examined
Participants ranged from 12 years to
by age. the differences in their feelings
twelve and thirteen years of age.
more than
Fig. 1 Math Anxiety as Related to Gender and Age
20 years of
Math anxiety was found to be related to
age, with a
age for all students. As students became
median age
older they became significantly less anx-
high2.2
of 15 years.
ious about their math abilities.
With
The
17-
each year of age the students exhibited
year-old re-
less anxiety until age eighteen. The stu-
2.0 -
spondents
dent group exhibiting the least math
formed the
anxiety were those in the fou.-teen-year-
1.8 -
largest por-
old male group. Those exhibiting the
-41-- Male Att.
tion of the
most math anxiety were thirteen-year-
Female Att.
group and
old females and males. Because this
1.6 -
comprised
appears to be the age at which girls. in
low
20 percent
particular. become less confident about
lY
the
of
15
>20
13
16 17
18 19
1.4
their math abilities, programs should be
1.4
Age
sample. The
implemented to help students through
smallest group was the 19-year-old
this difficult
group, two percent of the sample.
period.
See
Fig. 2 Math Anxiety as Related to Race and Gender
Fig. 1.
The sample was composed of:
2.0
Gender,
25 % Single parents (n=231)
high
Race and
-5 % not single parents (n=700)
1.9
Math
Anxiety
Race and ethnic composition of the
1.8
sample:
a
3 0/0 Caucasian
Race
a
25 % African American
found to be
1.7
10 % Asian
significantly
related
9 % Native American
to
1.6
-1a-- Male
feelings of
---- Female
low
Students enrolled in traditional ca-
math anxi-
reer programs comprised 57% of the
et. Males in
1.5
Cam.
Other
N. Am.
Hisp. Asian
AF. Am.
sample: nontraditional career pro-
the African
grams 43 %. (Traditional careers are
American. Hispanic. Asian. and Native
about math became more apparent.
defined as those in which males
American groups exhibited high levels
Although not statistically significant at
comprise -5% or more of the em-
of math anxiety. The highest levels of
age twelve, male students express
ployees.
math anxiety for females were found in
slightly more math anxiety than female
African American and Hispanic groups.
students: at age thirteen the two groups
Math Anxiety
Among Asian and Native American
exhibited similar feelings of anxiety:
groups. males were found to be higher
and by age fourteen female students
and Student
in math anxiety than were female par-
were more anxious about math than
Characteristics
Male and female African
ticipants.
male students. The feelings of math
American and Hispanic groups were
anxiety expressed by females were con-
similar in their feelings or math anxi-
sistently higher than those of male stu-
Analysis of the relationships between
ety. Among Caucasians. females were
dents until age nineteen. The mean math
Fag 1992
HHH JERSEY WHY REM BEM
found to be higher in feelings of math
ematics, but they need to see how
not been expected to perform well in
anxiety than were males. See Fig. 2.
math oriented tasks, this competency
math is important to their lives. Career
necessary for success in the
is
options which require math proficiency
Gender, Math Courses and
workforce. Lack of preparation in
need to be presented as suitable for
Math Anxiety
mathematics has severely limited ca-
both males and females.
Previous experience in math courses
reer options for females.
was found to he significantly related to
Examination of demographic charac-
feelings of math anxiety.
For male
Gender was found to be significantly
teristics indicated
students who
that
students who had completed College
related to math anxiety for students
classified themselves as single parents,
Prep Math, Al-
or who live in single parent house-
gebra I, Algebra
Fig. 3a Math Anxiety for Females as Related to
holds, and non-Caucasian respondents
H. and Geom-
Math Courses
were most likely to indicate feelings of
etry, feelings of
1.9
math anxiety.
Programs need to be
math anxiety
targeted to these populations in order
were signifi-
that they he encouraged to engage in
cantly lower
2
1.8-
more math oriented experiences. These
than for those
Female - yes
student groups are limited in career
who had not
e
Female - no
)ices by their feelings of math anxi-
c
taken
those
ety. Many technologically oriented and
courses.
X
1.7
-1
managerial positions are not available
similar finding
them because of their lack of ability
t,
was exhibited
to work with mathematical concepts.
for female stu-
By increasing their proficiency in the
dents who had
1.6
area of mathematics, additional career
Algebra II
Algebra I
College Prep
Geometry
taken College
opportunities will become available to
Prep Math and Algebra II.
Although
them.
females who had taken Algebra I and
Experiences
Fig. 3b Math Anxiety for Males as Related to
Geometry experienced less math anxi-
need to he
Math Courses
etv than those who had not taken these
provided for
2.0
courses, the differences were not sig-
female
stu-
nificant. See Fig. 3.
dents which
1.9
increase their
Conclusions
familiarity with
Male - yes
Females have been considered by so-
a wider variety
0-- Male - no
of career op-
___,Oetv to he less confident of their math
abilities than male students and these
Young
tions.
feelings of math anxiety have been
people, when
considered to he deterrents to their
choosing a ca-
1.5
ability to perform in math courses and
reer, think first
to their pursuit of math oriented ca-
of the types of
1.4
reers.
Although females have been
jobs they have
Algebra I
College Prep Algebra II
Geometry
found to he as proficient in math as
observed per-
between the years of fourteen and
males. they resist involvement in math
who are raised in
sonally.
Children
experiences and are not as likely as
households with a single female head,
nineteen. Prior to age fourteen, males
males to select math oriented careers
think of jobs which have traditionally
and females were found to be similar in
Flessati and Iohnson.
been held by females.
their feelings of math anxiety. How-
Jobs which
1991).
Re-
searchers have suggested that females
ever, at age fourteen, males exhibited
require mathematical proficiency have
do not see math as important to their
not been traditionally thought of as
significantly lower levels of math anxi-
lives and that math is not an important
ety than females.
female dominated positions.
This finding indi-
How-
part of their self definition. Society has
cates that programs to alleviate math
ever, if female children are exposed to
tended to view math as a male domain
varied job or career possibilities and
anxiety need to begin in the elemen-
are provided with adequate instruc-
t Flessati and Johnson. 1991: Singer and
tary years. Females not only need to
Stake. 1986) Although females have
tion in mathematics, a wider variety of
have reinforcing experiences in math-
Fag 1992
MR JERSEY BATY RESERifil MDR
Bibliography
Suiss. R. and R. Edwards. (1982). The
career options should become possible
Measurement of Mathematics Anxi-
for females.
Fennema. E. and J. Sherman. (1977).
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Sex Related Differences in Math
Recommendations
Scale for Adolescents. Journal of
Achievement. Spatial Visualization
Clinical Psychology. 38, 576-580.
for Action
and Affective Factors. American
Educational Research journal.
14,
Tocci. C. and G. Engelhard. (1991).
The harrier of math anxiety can he
51-71.
Achievement. Parental Support. and
confronted through the following types
Gender Differences in Attitudes To-
of activities:
Flessati. S. and J. Jamieson. (1991).
ward Mathematics. Journal of Edu-
Gender Differences in Mathematics
cational Research. 84. 280-286.
1. Analyze the situation in your
An Artifact of Response
Anxiety:
school. Survey students about their
Bias? Anxiety Research. 3, 303-312.
Wigfield. A. and
J. Meece. (1988).
feelings about math. Consider your
Math Anxiety in Elementary and Sec-
findings as they relate to ethnicity
Heher. R. P. The Use of the Fennema-
ondary School Students. journal of
and gender of students in high and
Sherman Mathematics Anxiety and
Educational Psychology. 80.210 -216.
low level classes. Determine if sig-
Confidence Scales as Predictors of
nificant disparities exist.
Success among -Business Calculus"
Students and "Fundamental Concepts
Participating
2. Ask math instructors to conduct
of Mathematics" Students at the Col-
a self assessment of gender and
School Districts
Salisbury State
lege Level.
( 1988 ).
ethnicity disparities in the classroom
College Master's Thesis.
as related to response opportuni-
Bayonne Public Schools, Essex County
Technical
Vocational
School,
ties. response time, feedback. lis-
How Schools Shortchange Girls.
tening, and higher order question-
Gloucester County Vocational Techni-
American Association of University
cal School. Irvington Public Schools,
ing.
Women. (1992). Washington. D.C.
Mercer County Vocational Technical
3. Start a math club for females uti-
School. Middlesex County Vocational
Hunsley, J. and S.
Flessati.
( 1988).
lizing self esteem and confidence
Technical School. Monmouth County
Gender and Mathematics Anxiety:
Vocational Technical School. Newark
building activities, role models, and
The Role of Math-Related Experi-
Public Schools, Paramus Public
extra support in math.
ences and Opinions.
Anxiety Re-
Schools. Pinelands Regional School
search. Vol. 1. 215-22-1.
4. Offer adult women considering
District. Salem County Vocational
entrance into nontraditional careers.
Technical School. and Somerset County
Lewis. A. ( 1970 1. The ambiguous word
math refresher courses in a stress
Vocational Technical School.
-anxiety.- International .lournal of
free environment with an instructor
Psychology. 9. 63-78.
This is a summary of research funded
skilled in techniques to reduce math
anxiety.
by the New Jersey Department of Edu-
National Science Board. ( 1989). Indi-
cation. Division of Adult and Occupa-
1989; It omen and Minori-
cators
5. Provide opportunities for guid-
tional Education, P.L. 101-392, through
ties. 15.
a grant to the Life Skills Center at
ance counselors to become knowl-
edgeable about the importance of
For further
Montclair State College.
Scannella. A. and P. Mitchell. Sending
math for females and minorities.
information and complete data, please
the right signals: a training program
I nservice workshops on nontra-
contact the Life Skills Center, Mont-
about dealing with sexual harass-
clair State, Upper Montclair, NJ
ditional assessment and counseling
ment. Jersey City. NJ: Project VOW
07043.
skills are helpful.
Jersey City State College.
6. Learn the visualization tech-
( 1986). Math-
Singer. J. and J. Stake.
nique called "Anchoring- which
ematics and Self-Esteem: Implications
reduces anxiety and increases re-
for Women's Career Choices.
Psy-
laxation when thinking about math
chologyqf Women Quarterly. 10. 339-
( Mitchell and Scannella).
350.