Examining undergraduate student experiences through a gendered lens provides insight into the gender gap in participation in university-level mathematics. In this paper, we report on findings from a comparative case study involving first- and thirdyear undergraduate students at two large Australian universities. From individual interviews with 23 undergraduate students, we found that students’ experience increasingly gendered interactions as they progress through their tertiary studies. In particular, the women participants recounted times where their gender had affected their treatment in university and described how perceptions of gender stereotypes changed the ways in which they interacted with others in their undergraduate mathematics studies.
|Title of host publication||Proceedings|
|Subtitle of host publication||43rd Annual Meeting of the International Group for the Psychology of Mathematics Education: Research Reports (A-K)|
|Editors||Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale|
|Place of Publication||Pretoria South Africa|
|Number of pages||8|
|Publication status||Published - 2019|
Hall, J., Robinson, T., Flegg, J., & Wilkinson, J. (2019). Students' gendered experiences in undergraduate programs in university mathematics departments. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education: Research Reports (A-K) (1st ed., Vol. 2, pp. 320-327). Pretoria South Africa.