Forty years after research revealed sex-related differences in math achievement and participation in grades 6-12 (Fennema & Sherman, 1977, 1978; Sherman & Fennema, 1977), American teachers are still actively working to erase gender inequity in STEM subjects. Despite professional development, awareness training, and refocused curriculum and teaching materials, we continue to grapple with students’ perceptions of who can succeed when pursuing a career in mathematics. In a national survey, recently conducted by the Society for Industrial and Applied Mathematics (SIAM), results indicate…
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