Variables that predict success in mathematics for females in higher education: An analysis of quantitative and qualitative predictors

Female students in higher education do not pursue high-level mathematics courses in the same proportion as males and this creates lessened opportunities for them. This mixed-methods study investigated attitudes as well as achievement factors that encourage or inhibit success for female students in mathematics. Mathematics SAT/ACT scores and high school courses of first-year students at a private women's college in the Midwest were used as achievement data; seven of the Fennema-Sherman scales provided attitudinal data. Multiple regression techniques were used to determine whether attitudinal or achievement variables best predict success and to create a model with the first college-level mathematics grade as the outcome variable. The students' attitudes were found to be positively correlated with their grade; the SAT/ACT score was a stronger predictor, however. In their own voices, through interviews, the female students explained the importance of positive encouragement and mentoring as well as detailed instruction. Equality in mathematics teaching is not enough to insure equity in experience for female students; they have unique pedagogical needs in order to persist and succeed in mathematics.