A COMPARISON OF PARTICIPATION IN MATHEMATICS OF MALE AND FEMALE STUDENTS IN THE TRANSITION FROM JUNIOR TO SENIOR HIGH SCHOOL IN WEST JAVA - INDONESIA (GENDER)

Most subjects in studies of gender differences in mathematical performance and attitudes toward mathematics are drawn from elective rather than compulsory curricula. Does participation in a compulsory program affect female participation in and attitudes about mathematics; is lower female participation in mathematics due to lower mathematics performance, a less positive attitude about mathematics, or lower life expectations?;Subjects were drawn from Bandung, West Java, Indonesia. Two hundred general ninth grade students and 186 high school graduates (who matriculated in the mathematics and exact science curricula) were selected to compare male and female students' performance in mathematics. Two hundred ninth grade students and 200 tenth grade students were chosen to compare male and female students' attitudes toward mathematics and life expectations. Fifty junior and senior high school mathematics teachers were chosen to compare attitudes toward male and female students in learning mathematics.;ANOVA, Scheffe, and students' t-tests were used to compare male and female students' mathematics performance, attitudes toward mathematics, and life expectations; and mathematics teachers' attitudes toward their students in learning mathematics. Likert scales were used to measure affective variables (r = .62 to .88).;Female students' performance in mathematics was slightly higher for ninth graders, and significantly lower for high school graduates. Female students' attitudes toward mathematics were positive, however, seven out of nine scales favored male students. On four scales the differences were significant. Ninth and tenth grade female students' life expectations were significantly higher. Mathematics teachers significantly favored male students in learning mathematics. Tenth graders with lower socio-economic status, lower average achievement, and enrolled in lower status school had lower scores on each affective scale than their counterparts in other schools.;Differences in performance in mathematics, attitudes toward mathematics, and life expectations of male and female students; and mathematics teachers' attitudes toward female and male students in learning mathematics were examined.;Sex related differences were found in a school system where all mathematics courses were compulsory and the students are more homogeneous in ability. The differences favoring male students appear no earlier than grade ten. The compulsory curriculum appears better for sustaining female students' participation in mathematics than an elective curriculum.