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GIRLS AND MATHEMATICS: PARENTAL VARIABLES

Name: GIRLS AND MATHEMATICS: PARENTAL VARIABLES
Creator: Peggy Stamp
Keywords: 4. Education, 05 social sciences, 10. No inequality, 0503 education

descriptionPublicationkeyboard_double_arrow_right Article 01 Feb 1979 English Publisher:WileyJournal:British Journal of Educational Psychology, volume 49, pages 39-50 (issn: 0007-0998, eissn: 2044-8279,

Authors: Peggy Stamp;

doi: 10.1111/j.2044-8279.1979.tb02395.x

GIRLS AND MATHEMATICS: PARENTAL VARIABLES

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Abstract

Summary. 234 girls taking A‐level mathematics were compared with 265 girls taking A‐level French. They were more reserved (A), stable (C), tough‐minded (I), radical (Q1) and group‐dependent (Q2) on the 16PF, and less feminine on the CPI Fe Scale. Girls in both subjects tended to identify with their fathers rather than mothers. Father identification is related to tough‐mindedness and masculinity on tests, but with typically feminine leisure activities. So is choice of mathematics. Subject choice is related to both parent's attitudes, but subject attitudes are related only to the mothers' attitudes. Double Mathematics girls were both more conventional socially and more radical mentally than either of the other groups.

Related Organizations

Lancaster University Ghana
Ghana
Lancaster University
United Kingdom

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