The relationship of the perceptions of eleventh-grade female students concerning gender bias and math anxiety

Studies show that females consistently report more math anxiety than males, avoid majors requiring a number of math courses, take fewer math courses than males, and run into barriers in education and in careers because of math anxiety (Bernstein, Reilly, & Cote-Bonanno, 1992; Bourquin, 1999; DePalma, 2001; Eccles, 1994; Ma, 1999; Tobias, 1993). Research also indicates that high school is the point at which students' participation and interest in mathematics shows a sharp decline, with the most dramatic losses occurring among adolescent girls (American Association of University Women, 1998).; The purpose of this study was to identify female students in eleventh-grade who have high and low levels of math anxiety and compare their perceptions about gender biases in the classroom to math anxiety. Eleventh-grade students are preparing for college and making important decisions concerning course selections. Students who select high-level math and science classes in college will be better prepared for career choices in higher paying jobs (American Association of University Women, 1998).; This qualitative study involved 115 eleventh-grade students who completed the MARS-A (Math Anxiety Rating Scale for Adolescents) (Suinn, 1979). Nine high level and ten low level math anxiety students from the 115 eleventh-grade students participated in two pilot groups (one for high math anxiety students and one for low math anxiety students) and two focus groups (one for high math anxiety students and one for low math anxiety students). This study investigated the range of math anxiety in these eleventh-grade female students. The range of math anxiety for these students was 29% with low math anxiety, 44% with mid-range, and 27% with high math anxiety. Based on research that stated gender biases existed in education (American Association of University Women, 1998), the researcher investigated the perceptions of eleventh-grade female students about the relationship of gender biases in the math classroom to math anxiety. The students in this study perceived no gender bias in their math classrooms; however, three unexpected themes were discovered. These themes were behavior bias, perceptions about gender math ability, and perceptions about math ability bias. Math ability bias was the most profound theme in this study. The students believed that teachers treated students differently because they knew that the students were low performing math students.; This study provides valuable information to help teachers and counselors understand problems dealing with math anxiety, math ability bias, and gender equity issues. In understanding more about the characteristics of female students suffering from math anxiety, educators will be able to develop ways to increase feelings of self-esteem and confidence. They can then provide experiences to improve gender equity and decrease math anxiety. "Gender equity is crucial to the achievement of high standards for all students" (American Association of University Women, 1998, p.1). All students need to be able to learn math to the best of their abilities in a stress-free, non-biased environment.