Socialization as a predictor of mathematical abilities of males and females
Manyenze, Euphrasia N.
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The purpose of this study was to predict both interest in mathematics-related careers and measured mathematical abilities of men and women using different types of socialization as the main predictor variables. The study sample included 74 participants from a local Midwestern university, 31 men and 43 women. Participants responded to a socialization survey and the mathematics subtest of the Wide Range Achievement Test 4 (WRAT 4). The data were analyzed using both correlational analyses and simultaneous multiple regression analysis. The results of the correlation analyses indicated non-significant relationships between socialization and math scores and between socialization and interest in math-related careers. The results of the simultaneous multiple regressions indicated that two of the predictors (socialization from parents and teachers) were significant predictors of interest in math-related careers and mathematics score on the WRAT 4. The study demonstrated that socialization from parents and teachers predicted interest in math-related careers and performance on a mathematics test and therefore we can conclude that individuals exposed to greater levels of socialization may lean towards math-related careers and perform better on a mathematics test.