ABSTRACT

Concern about sex differences in mathematical achievement has become more acute in recent years as modern technology has made mathematical understanding essential for many of the high-level careers available today. Sells (1980) points out that the avoidance of high school mathematics, not ability, is the critical filter that keeps many females from pursuing mathematically oriented careers. Comprehensive reviews of the literature on sex differences in mathematics prepared for the National Institute of Education (Fennema, 1977; Fox, 1977; Sherman, 1977) support this as well. Girls who do not study mathematics on advanced levels are limiting their course-taking options in college and thus their career options as adults.