2025 Theses Doctoral

Girls’ Mathematical Mindsets And Gendered Mathematical Beliefs In An All-girls Classroom

Janinezhad, Zohreh

Over recent decades, education stakeholders have raised significant concerns regarding theunderrepresentation of females in science-related professions and academic programs, particularly in mathematics. Existing research in this domain highlights that the social transmission of unfavorable beliefs about mathematics —such as mathematical anxiety, gendered mathematical beliefs, and beliefs about mathematical intelligence — may contribute to gender inequality and a gender gap in mathematics-related majors and occupations.

This study was undertaken to investigate the variables influencing the mathematical mindsets and gendered mathematical beliefs of female students within an all-girls educational setting. The research questions were formulated by the researcher with the purpose of examining and exploring the variables that influence the mathematical mindsets and gendered mathematical beliefs of female students in an all-girls environment. By doing so, further insights can be gained into the means of encouraging and enhancing the mathematical mindsets and gendered mathematical beliefs of female students.

The conceptual framework for this study is grounded in growth mindset theory. Data were collected through a combination of interviews, surveys, and classroom observations, and analyzed using a mixed-methods approach, incorporating both quantitative and qualitative methodologies. The specific methodologies employed include (a) qualitative descriptive analysis, (b) Chi-Squared tests, (c) the Mann-Whitney U test, and (d) thematic analysis.

Based on the results of this study, the suggested recommendations aim to foster collaboration among students, educators, and policymakers to build supportive environments that nurture growth-oriented mathematical mindsets and challenge pervasive gendered mathematical beliefs. By addressing these constructs, suggested strategies can be used to empower students, particularly girls, to excel in mathematics and confidently pursue STEM-related careers. Implementing the study's findings and recommendations can promote gender equity in education, ensuring that all learners, particularly females, have the opportunity to achieve their full potential in mathematics and beyond.