Gender Stereotyping among Women in Mathematics Courses

Abstract

This study explored gender stereotyping among women in mathematics courses. The respondents of the study who were chosen purposively were81 female math teachers in Region 3 from the provinces of Nueva Ecija, Tarlac, Bulacan, and Pampanga. The instrument was a questionnaire crafted by the researchers which were composed of the respondents' teaching experiences and awards, their involvements in gender stereotyping, and their actions to avoid this act in their job as teachers.

The study found out that the respondents have worked as math teachers for more than five years and have noticed and experienced gender stereotyping in their field. They are math achievers and multi-awardees, implying that ladies have mathematical bents as well. They've been subjected to gender stereotypes. The most prevalent experience is that their male peers are invariably chosen as math group contest leaders. Finally, assertions like "males are math geniuses, while ladies are only for verbal courses" and "males are better math teachers than females" are made in response. Gender stereotyping has also been seen in the respondents' schools and classes. In order to combat any stereotype, they encouraged their students to accept girls' arithmetic ability and created a gender-neutral classroom environment. The results of this study have implications for the Gender and Development Program of academic institutions in the country.