The Single-Sex Classroom and Math Self-Concept in Girls

Author

Gina M. Piraccini, University of Nebraskaat Omaha

Date of Award

5-3-2001

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Lisa Kelly-Vance

Second Advisor

Dr. Martha Bruckner

Third Advisor

Dr, Vrugette Ryalls

Abstract

Research shows girls' and boys' mathematics self-concept and achievement are comparable in elementary school; however as adolescence emerges, girls' scores fall below boys' (AAUW, 1992; Marsh, Parker & Barnes, 1985). In general self-concept in mathematics has been found to be highly correlated with mathematics achievement (Marsh et al., 1986, Shavelson & Bolus, 1982; Skaalvik & Rankin, 1990).

Comments

A Ed.S. Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Education Specialist in School Psychology

Recommended Citation

Piraccini, Gina M., "The Single-Sex Classroom and Math Self-Concept in Girls" (2001). Student Work. 2654.
https://digitalcommons.unomaha.edu/studentwork/2654