Listening to the Girls: Participant Perceptions of the Confidence-Boosting Aspects of a Girls’ Summer Mathematics and Technology Camp

September 1st, 2007 | RESEARCH

Females, students of color, and students of low socioeconomic status (SES) are often underserved or marginalized in mathematics education. However, some instructional approaches and intervention programs have been shown to educate these students more equitably. This study examines how girls of diverse racial/ethnic and socioeconomic backgrounds perceived the characteristics of one such intervention program as inspiring the development of greater confidence in their mathematics skills. This article explains the similarities and differences of the perceptions of each group, as well as the implications for classroom environments and further research.


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Team Members

Janet Hart Frost, Author, Washington State University
Lynda Wiest, Author, University of Nevada, Reno


Identifier Type: issn
Identifier: 1062-9017

Publication: Mathematics Educator
Volume: 17
Number: 2
Page(s): 31

Related URLs

EBSCO Full Text


Access and Inclusion: Low Socioeconomic Status | Women and Girls
Audience: Educators | Teachers | Middle School Children (11-13)
Discipline: Mathematics | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Public Programs | Summer and Extended Camps