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• W1551339907 abstract "The topic under investigation is women in math-related careers and the motivating factors. Two careers, college professors and actuaries, were selected from the many math-related careers because both require advanced studies in mathematics. They also provide a contrast: one is in the business world while the other is in the world of academia. The purpose of this research is to determine if the numbers of women in upper level mathematics and these two careers are increasing. To accomplish this we first analyze women’s enrollment in mathematical programs from high school through graduate school from 1965-1995 in order to assess the impact of affirmative action. Then we compare and contrast performance levels for males and females on two standardized tests, National Assessment of Educational Progress Mathematics Test for age 17 and the Mathematics Section of the SAT. Next, the employment statistics for actuaries and women in academia are presented. The sources of the statistics are the National Science Foundation, American Mathematical Society, and the Society of Actuaries. The second component of the research deals with what can be done to recruit more women into math-related careers by looking at the factors that encourage or dissuade women from this choice. Mathematical stereotypes, mathematical skill levels of women, female patterns of knowing, and social factors which influence academic and professional choices of women are investigated. Additional focus is given to summer math intervention programs since they are so successful in persuading women to continue with graduate studies in mathematics. The research indicates, that although the gap on mathematical Associate Professor, Department of Mathematics and Statistics standardized tests between males and females is getting smaller and enrollment in high school and undergraduate mathematics is on par with the number of women in the general population, the number of women choosing math careers in academia and graduate studies in mathematics is much lower than the number of men and is increasing at a lower rate. Research Question What enrollment patterns are prevalent for women in college mathematics and how have these patterns changed in the last forty years? If women are choosing math-related careersin particular, actuaries and women with Ph.D.s in mathematics in academia, what factors are motivating them? What factors do they have to overcome? Statement of Methodology This thesis paper will encompass both a quantitative review of the literature and qualitative research. The quantitative review focuses on enrollment patterns in mathematics classes and programs from high school to graduate school from 1965-1995. We also compare and contrast performance levels for males and females will be made using two standardized tests for high school students, the SAT and National Assessment of Educational Progress mathematics test for age 17. The final set of statistical data concerns employment rates for women in academia and women as actuaries. The purpose of this research is to examine the current statistics and to determine what trends are emerging. The statistics will be taken primarily from research done by the National Science Foundation, American Mathematical Society, University of Wisconsin-Madison and the Society of Actuaries. The second type of methodology will be qualitative, a scholarly approach to investigating the factors that lead women to make the choice to enter these two fields. Books, journal articles and studies in the fields of mathematics and education will be used to explore the many factors that influence women to choose math-related careers. The idea behind this qualitative approach is to investigate why women choose math-related careers is to answer the question of why do women choose careers in mathematics. We ask if there are gender– related differences in mathematical problem solving and if so, how do these gender-related differences in problem-solving influence women when electing academic areas of study. Social factors to be researched include the effects of: childrearing on choice of career, stereotypes of mathematicians, both male and female; role of mentors; admissions practices and scholarships; and the politics of the job market (both hiring and promotion opportunities). The preliminary research indicates that most women choose math-related careers primarily for the same two reasons as men: a love of mathematics and puzzle solving, and a mentor who encouraged them in their mathematical studies. However, women are still choosing math-related careers in lower numbers than men with a low rate of increase. This research will focus on what genderspecific factors contribute to the current trends for women in mathematics. Results The National Science Foundation tracks enrollment in seven mathematics courses in high school: Algebra I, Algebra II, Geometry, Trigonometry, Pre-Calculus, Calculus and AP Calculus. In 1982, there were a larger percentage of males enrolled than females in four of these courses (Algebra II, Trigonometry, Pre-Calculus, and Calculus) where AP Calculus has the same enrollment level for males and females and Geometry only has a .2 % difference in favor of females. In 1992, a larger percentage of males than females were enrolled in four of these courses (Algebra I, Trigonometry, Calculus and AP Calculus) and Pre-Calculus only had a .8% difference in favor of females. Three courses, Algebra I, Trigonometry and Calculus, experienced a narrowing of the gaps between enrollment for males and females and the remaining four courses experienced minimal percentage increases (.2% for Pre-Calculus, .3% for AP Calculus, 2.5% for Geometry, and 2.9% for Algebra II). Enrollment levels in high school mathematics classes (Chart 1) have significantly increased between 1982 and 1992 for females (with growth ranging from 12% to 286%). The conclusion is that the gap between male and female enrollment in these courses is diminishing. The National Science Foundation and National Institute for Science Education track gender proficiency trends on two standardized tests, National Assessment of Educational Progress Mathematics test for age 17 and the SAT. Between 1984 and 1994, college-bound females have scored consistently on average 50 points lower than college-bound males have on the mathematics component of the Scholastic Aptitude Test (National Science Foundation, 1996, p. 136). However on the National Assessment of Educational Progress Mathematics test for age 17, the gaps between scores by males and females from 1978 to 1992 (see Table 1) have been decreasing across all percentiles as the scores have been rising for females. Considering that enrollment in high school mathematics courses has been increasing significantly for females and that this enrollment pattern should have a positive impact on scores on standardized tests of mathematical ability, the positive trend experienced by females on the NAEP mathematics test more accurately reflects the expected increased proficiency in mathematics for high school females than does the SAT." @default.
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• W1551339907 date "2007-01-01" @default.
• W1551339907 modified "2023-09-27" @default.
• W1551339907 title "Women in Mathematics: Motivating Factors For Doctorates in Academia Versus Professionals in the Actuarial Sciences" @default.
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