Page 213 - Invited Paper Session (IPS) - Volume 2

IPS215 Elizabeth S. et al.

Differences in Perceptions towards STEM of Male
and Female Students in Australia
Elizabeth Stojanovski , Inge Koch
2
1
1 University of Newcastle NSW Australia
2 The University of Melbourne VIC Australia

Abstract
There appear to be differences in mathematics literacy performance between
genders based on national studies, including the 2012 International
Programme for International Student Assessment (PISA), with males
outperforming females, and females with higher levels of anxiety towards
mathematics than males. In Australia there is a shortage of employees in
science, technology, engineering and mathematics (STEM) related careers. In
addition, there is a strong underrepresentation of females in these areas,
similar to the trends found among females compared with males studying
mathematics in later years of secondary school and in STEM tertiary level
studies.
This paper investigates data from secondary school students participating in
the 2012 and 2015 PISA to assess attitudes and perceptions of students
towards mathematics. Differences in attitudes towards mathematics between
genders are investigated. Based on these findings, it is proposed that different
learning strategies are needed. Such strategies would require the
implementation of different teaching practices in an attempt to reduce
student anxieties towards mathematics. An increased emphasis on presenting
to students real world applications of mathematics and statistics is also
suggested so that students are better aware of the high demand for such skills
in the workforce. This changed focus could potentially impact on the number
of students and, in particular, female students choosing to study mathematics
and statistics in tertiary education to help ensure greater equity and
representation of females in STEM related areas. There is also a need to
transfer these skills and knowledge to teachers in the secondary education
setting so that students in the secondary school setting are better informed.
This could enable students to be better equipped to consider taking relevant
courses during their final years of secondary study to hence enable these
students to be better prepared for tertiary study in STEM areas.
Strategies are suggested to help to improve the shortage of STEM qualified
employees. The views of what it means to be a capable mathematician could
be modified to encourage more females to study mathematics and statistics.
This could have broader implications in terms of government national policies
and incentives to entice further education in and participation in STEM areas
while also addressing the shortage of females in these areas.
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