The use of feminist pedagogical strategies to promote mathematics achievement by community college minority females

This study examined the application of feminist pedagogy strategies and methods to the promotion of mathematics achievement of minority females. These included connection, understanding, acceptance, and collaboration, in which a sensitive language and cultural instructional approach may improve the achievement, attitude, and confidence of minority female students in mathematics. Thirty-six females in two developmental algebra classes at an urban community college participated in the study.;Two instruments were administered to assess students before the treatment: a departmental examination and the Fennema-Sherman Mathematics Attitude Scales. The departmental examination was given at the beginning to confirm students' appropriate mathematical level. The Fennema-Sherman Mathematics Attitudes Scales, widely used to assess different facets of mathematics attitude, were administered to all subjects. Six different domains of the scales were used: confidence in learning mathematics, attitude toward success in mathematics, teacher, mathematics as a male domain, usefulness of mathematics, and effectance motivation in mathematics.;The treatment was comprised of a series of in-class activities exemplifying feminist pedagogical strategies over a four-week period. Elements of caring, responsibility, and demystification of the subject matter were emphasized by projecting sensitivity, comprehension, and encouragement to all students, specifically to those unable to do their mathematics work. The post-treatment assessment consisted of a mathematics examination, the Fennema-Sherman Attitudes Scales, collection of journals, and interviews.;The results showed that the use of feminist pedagogy strategies and methods had positive effects on subjects' attitude, self-confidence, and achievement. These findings support the assumption that female intellectual capabilities can be enhanced by the construction of a community of caring and nurturing members where females can feel included and welcome in pursuing mathematics knowledge. The use of feminist pedagogical strategies and the native language of the subjects appeared to promote a safe, protected learning environment in the mathematics classroom. This unification in the mathematics classroom enabled the subjects to feel no fear of rejection while contributing to the improvement of their mathematics learning.