Females in Mathematics: Still on the Road to Parity

Abstract

U.S. females compare favorably with males in some mathematics achievement data, as well as in high school mathematics coursework and grades. These accomplishments have led to contentions by the popular press—and at times the mathematics education community—that females are now on par with males in mathematics. This public perception threatens to diminish continued, needed support for females in mathematics. This chapter summarizes data on lingering areas of concern for females in mathematics, including achievement on standardized tests and in the highest levels of mathematics performance, as well as participation in mathematics (e.g., competitions, higher-level coursework, careers), mathematics-related dispositions, and treatment by teachers, parents, and society at large. Data are drawn mostly from U.S. sources but also from a variety of other countries in addressing this worldwide issue. Researchers, educators, policymakers, and others are called on to continue to address gender issues in mathematics and to do so in more nuanced ways. Research-based suggestions are offered for supporting and encouraging females in mathematics.