Girls' and Boys' Enrollments in Theoretical Math Courses: A Longitudinal Study

Students (n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Attitudes Scales. For girls, the standardized weights of the discriminant function were highest for spatial visualization, vocabulary, perceived Usefulness of Mathematics, and Confidence in Learning Mathematics; for boys, Confidence in Learning Mathematics, math achievement, stereotyping Math as a Male Domain and Effectance Motivation in Mathematics were highest in discriminating those who had elected two, three, or four years of theoretical math.