Social categories and student perceptions in high school mathematics

The plans that adolescent boys and girls make about participating in senior mathematics courses and mathematics-related careers are often at odds with their actual mathematics achievements. In contrast to explanations relatin g plans to gender differences in mathematics performance, mathematics parti cipation can be explained by expectancy-value models of academic choice, ba sed on gendered self-perceptions, task perceptions, and value judgments. Th is study with Year 10 Australian students (N = 199) added to an expectancy- value model the students' current course levels that act as salient social categories. The results suggest that intervention programs need to target p erceptions by girls and boys about mathematical talent, as well as making m athematics more useful and interesting to young adults. The findings raise further questions about the stratification of students into separate mathem atics courses during the early years of high school.