Outline of research activities

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Outline of research activities PolandMaciej
Piotrowski Barcelona, 25-26 January 2007
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• Situation in Poland
• A significant underrepresentation of girls
  undertaking math oriented degree programs (e.g.
  IT, engineering) can be observed. As a result
  women tend to choose lower-paid, volatile jobs
  with a higher risk of being fired (among some
  popular sectors for women are medicine, finance,
  insurance, health, social services, light
  manufacturing).

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• Results in mathematics
• The literature analysis conducted in the
  preceding phase of the PREMA project, shows that
  the achievements of girls in mathematics
  certainly is not a key reason for such an
  underrepresentation in Poland, since the external
  examinations at primary and secondary school
  level as well as the PISA report indicate
  insignificant differences between scores in
  mathematics achieved by boys and girls.
• Today, women in Poland are generally better
  educated than men. More young women complete
  secondary schools and pass final examinations,
  and more women enter and complete universities.

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• Situation in Poland
• The key objective for research activities was to
  analyse the reasons, why girls (even high
  attaining in mathematics at high school level) do
  not choose math oriented studies, and career
  paths. The literature analysis indicated, the
  historical and socio-cultural factors are the
  most influencing in Poland. Therefore research
  activities based on face-to-face interviews were
  aimed at deepening understanding on these factors
  that require attention in order to reduce the
  gender differences
• Confirmation of conclusions drawn in the national
  report on Poland on the basis of literature
  research (which were shortly summarized in the
  second chapter).
• Identification of new factors that were not
  discussed until today in the literature.

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• Research tools
• Research tools used for interviews were based on
  the tools developed by Prof. Jim Ridgway. They
  required translation and adaptation to the Polish
  context.
• Target groups
• High school math teachers.
• University math teachers.
• High school pupils. An attempt was made to select
  for interviews high attaining pupils not
  interested in math related further studies. Such
  approach guaranteed more valuable answers
  regarding the reasons for not selecting math
  related studies.
• University students. Similarly as before, an
  attempt was made to select for interviews high
  attaining students not interested in math related
  careers.

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• Teachers perception on boys and girls peformance
  in mathematics
• All teachers perceived differences between the
  way that boys and girls learn mathematics.
• Two teachers said that they are not convinced
  about girls in math related careers. They prefer
  (!) girls performing traditional feminine jobs
  (parenting, house keeping, public health, social
  services, light manufacturing e.g. textile
  industry). Such attitude of teachers (considered
  as quite popular in Poland, after interviews with
  students, authors experiences), certainly
  influences education decisions of girls.
• Regardless of the previous statement all teachers
  consider women as more diligent, precise, patient
  what can be advantageous in some math related
  jobs, e.g. programming.

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• Teachers perception on boys and girls peformance
  in mathematics
• Many girls try to simply memorize topics in order
  to pass exams while boys more frequently make
  efforts to understand issues and look for
  practical applications. It might be due to the
  lower developed mathematical-logical intelligence
  of girls compared to boys (this was argued by two
  teachers).
• Teachers perceive girls as more diligent and
  motivated to obtain high scores. Therefore there
  are no major differences in grades between boys
  and girls.
• Two teachers argued that there are differences in
  the way that a brain processes information in
  case of boys and girls, and that influences the
  way that they learn mathematics (according to
  these teachers it favors boys).
• Girls are frequently reluctant to ask for
  explanation if something is not clear (shyness).
  Girls generally are more afraid to solve tasks on
  the blackboard in front of a class.

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• How to attract girls to mathematics teachers
  perspective
• Explain benefits of math related careers (higher
  jobs availability and salaries, lower
  volatility).
• Change the perception of girls that math related
  jobs are masculine and not well fit for girls.
  Teachers should not repeat stereotypes that girls
  are not suitable for math related
  studies/careers.
• Girls require higher time flexibility (e.g. when
  parenting). Because of that employers when
  recruiting for key positions tend to prefer male
  candidates. That makes girls choose rather more
  flexible traditional feminine jobs. Some changes
  should be made in the labor law to improve this
  situation.
• Teachers should be informed on the gender gap in
  math related careers and trained on the methods
  to maintain interest among girls in math.

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• Girls perceptions of math related studies and
  careers
• Many girls, even good at math perceive the math
  related careers as unattractive, definitely
  masculine career areas. Engineer is still
  perceived as a person in rubber shoes working in
  the field.
• Majority of the girls perceive math related
  careers as well paid however definitely more
  suitable for men.
• Math related career seems to be more challenging.
• Math related career is perceived as not flexible,
  that requires a lot of time and dedication. Not
  very suitable for women while parenting.
• Too many hours spent working on computers.

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• How to attract girls to mathematics girls
  perspective
• Explain benefits of math related careers (higher
  jobs availability and salaries, lower
  volatility).
• Change the perception of girls that math related
  jobs are masculine and not well fit for girls.
  Teachers should not repeat stereotypes that girls
  are not suitable for math related
  studies/careers.
• Girls require higher time flexibility (e.g. when
  parenting). Because of that employers when
  recruiting for key positions tend to prefer male
  candidates. That makes girls choose rather more
  flexible traditional feminine jobs. Some changes
  should be made in the labor law to improve this
  situation.
• Teachers should be informed on the gender gap in
  math related careers and trained on the methods
  to maintain interest among girls in math.