Students' gendered experiences in undergraduate programs in university mathematics departments

Jennifer Hall; Travis Robinson; Jennifer Flegg; Jane Wilkinson

Students' gendered experiences in undergraduate programs in university mathematics departments

Jennifer Hall
, Travis Robinson
, Jennifer Flegg
, Jane Wilkinson

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

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.

Original language	English
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
Pages	320-327
Number of pages	8
Volume	2
Edition	1st
ISBN (Electronic)	9780639821535
Publication status	Published - 2019
Event	Annual Conference of the International Group for the Psychology of Mathematics Education 2019 - University of Pretoria, Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019 Conference number: 43rd https://www.up.ac.za/pme43

Conference

Conference	Annual Conference of the International Group for the Psychology of Mathematics Education 2019
Abbreviated title	PME 2019
Country/Territory	South Africa
City	Pretoria
Period	7/07/19 → 12/07/19
Internet address	https://www.up.ac.za/pme43

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 5 Gender Equality

Cite this

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).

Hall, Jennifer ; Robinson, Travis ; Flegg, Jennifer et al. / Students' gendered experiences in undergraduate programs in university mathematics departments. Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education: Research Reports (A-K). editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale. Vol. 2 1st. ed. Pretoria South Africa, 2019. pp. 320-327

@inproceedings{860d2692d18940159bdab0e1543ce362,

title = "Students' gendered experiences in undergraduate programs in university mathematics departments",

abstract = "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{\textquoteright} 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. ",

author = "Jennifer Hall and Travis Robinson and Jennifer Flegg and Jane Wilkinson",

year = "2019",

language = "English",

isbn = "9780639821528",

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pages = "320--327",

editor = "Mellony Graven and Hamsa Venkat and Essien, \{Anthony A\} and Pamela Vale",

booktitle = "Proceedings",

edition = "1st",

note = "Annual Conference of the International Group for the Psychology of Mathematics Education 2019, PME 2019 ; Conference date: 07-07-2019 Through 12-07-2019",

url = "https://www.up.ac.za/pme43",

}

Hall, J, Robinson, T, Flegg, J & Wilkinson, J 2019, Students' gendered experiences in undergraduate programs in university mathematics departments. in M Graven, H Venkat, AA Essien & P Vale (eds), Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education: Research Reports (A-K). 1st edn, vol. 2, Pretoria South Africa, pp. 320-327, Annual Conference of the International Group for the Psychology of Mathematics Education 2019, Pretoria, South Africa, 7/07/19.

Students' gendered experiences in undergraduate programs in university mathematics departments. / Hall, Jennifer; Robinson, Travis; Flegg, Jennifer et al.
Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education: Research Reports (A-K). ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale. Vol. 2 1st. ed. Pretoria South Africa, 2019. p. 320-327.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

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AU - Flegg, Jennifer

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N2 - 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.

AB - 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.

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BT - Proceedings

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A2 - Vale, Pamela

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T2 - Annual Conference of the International Group for the Psychology of Mathematics Education 2019

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Hall J, Robinson T, Flegg J, Wilkinson J. Students' gendered experiences in undergraduate programs in university mathematics departments. In Graven M, Venkat H, Essien AA, Vale P, editors, Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education: Research Reports (A-K). 1st ed. Vol. 2. Pretoria South Africa. 2019. p. 320-327