Mathematics, Science, and Technology in Secondary Schools - Do Gender and Region Make a Difference?

Oct 15, 2026

Uploaded by SANS

Study investigates how gender and region (urban vs. rural) interact to shape secondary students’ beliefs about women in math and science, attitudes toward these subjects, and confidence using technology. It also compares technology-confidence between students who consider math- or science-related careers and those who do not. Data from an anonymous survey of 450 secondary students were analyzed, revealing significant interaction effects on beliefs and attitudes and region-linked career considerations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Purpose and Research Questions

Canadian Journal of Learning and Technology Volume 33( 1 ) Winter / hiver 2007 Mathematics, Science, and Technology in Secondary Schools: Do Gender and Region Make a Difference? Qing Li Authors Qing Li is an Associate Professor in the Faculty of Education, University of Calgary . Correspondence regarding this article can be sent to her at: Qin li@ucalgary .ca Abstract Abstract: This study examines possible interaction effects of gender and region ( urban vs . rural) on student beliefs about women in math and science, their attitudes towards math and science, and their confidence in the use of technology . A secondary purpose of this study is to examine possible differences in confidence of using technology between high school students who consider math related or science related careers and those who do not. The data collected from an anonymous survey of 450 secondary students were analyzed. The results showed interaction effects of gender and region on student beliefs and attitudes . First, the gender differences in students ’ beliefs about women in math and science changes significantly depending on the location of the school. Second, when region was considered, significant effects on students ’ choice of mathematics and science related careers were identified. Urban students, regardless of their gender, were more likely to consider careers related requiring knowledge of science or mathematics than rural students . Ré sumé : Cette étude examine les effets d’interaction possibles du genre et de la ré gion (la ville ou la banlieue) sur les croyances des étudiants à propos des femmes dans le domaine des mathématiques et des sciences, leurs attitudes envers les mathématiques et les sciences et leur confiance en l’utilisation de la technologie . Un o bjet secondaire de cette étude consiste à examiner les différences possibles en la confiance en l’utilisation des technologies entre les étudiants du secondaire qui envisagent des carrières dans le domaine des mathématiques ou des sciences et entre les étudiants pour qui ce n’est pas le cas . Nous avons analysé les donné es recueillies dans le cad re d’un sondage anonyme effectué auprè s de 450 étudiants du secondaire . Les ré sultats ont indiqué des effets d’interaction du genre et dela ré gion sur les croyances et les attitudes des étudiants . Tout d’abord, les différences de genre chez les croyances des étudiants relatives aux femmesen mathématiques et en sciences changent grandement selon l’emplacement de l’é cole . Ensuite, lorsqu’on tient compte de la ré gion, nous avons o bservé des effets importants sur le choix par les étudiants de carrière en mathématiques ou en sciences . Les étudiants des villes, peu importe leur genre, envisagent plus souvent des carrières dans les domaines des sciences ou des mathématiques que les étudiants des banlieues . Introduction Because of the belief that there should be equity for females and males in education, educational issues related to gender are actively researched in many countries ( King & McLeod, 1999) and have been studied intensively for about three decades ( Fennema, 2002; Fennema, Carpenter, Jacobs, Frank, & Levi, 1998; Francis, 2000) . The research results have stimulated many efforts to improve educational practices for all students in schools . Although schools are making progress toward equitable treatment of male and female students, concerns remain (American Association of University Women, 1999) . In its 1999 report, the American Association of University Women (AAUW) states that in mathematics and science, male students still outscore female students and the gender gap increases with grade level on nationally and internationally representative tests such as SAT and TIMSS. Although technology is expected to “bridge the educational gap between wealthy and poor students, little attention has been given to how computer technology is affecting the educational gap between girls and boys” (AAUW, p. 10) . The re

FAQs

What interaction effects does the study analyze between gender and region?

The study examines how gender and region (urban vs. rural) interact to influence students’ beliefs about women in math and science, their attitudes toward math and science, and their confidence using technology.

What data and sample size are used in the analysis?

The results come from an anonymous survey of 450 secondary students, whose responses were analyzed for patterns related to gender and region.

How do urban and rural students differ in career considerations related to math and science?

When region is considered, significant effects appear in students’ choice of math- or science-related careers, with urban students more likely than rural students to consider careers requiring knowledge of science or mathematics, regardless of gender.

Oct 15, 2026

Uploaded by SANS