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The Fennema-Sherman Mathematics as a Male Domain Scale Reexamined
Helen J. Forgasz, Gilah C. Leder and Paul L. Gardner
Journal for Research in Mathematics Education
Vol. 30, No. 3 (May, 1999), pp. 342-348
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/749839
Page Count: 7
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The Fennema-Sherman Mathematics Attitude Scales (MAS) have been used extensively in research on gender differences in mathematics learning outcomes. The MAS comprise 9 scales measuring attitudes related to mathematics learning, including Mathematics as a Male Domain. The construct "mathematics as a male domain" remains a critical variable in explorations of the continued disadvantage experienced by females in the field of mathematics. We present recent research evidence that indicates that several items in the Mathematics as a Male Domain scale of the MAS may no longer be valid. In light of this evidence, it is appropriate to consider revisions to the scale to ensure that it continues to measure accurately its originally operationalized construct.
Journal for Research in Mathematics Education © 1999 National Council of Teachers of Mathematics