In today's society a smaller proportion of women, in comparison to men, are engaged in the professions connected with mathematics and similar subjects, and they are less frequently enrolled in the faculties where math is an obligatory subject. According to some authors, the mathematics is the reason why there is a relatively small number of women in the well paid, prestigious careers (Hyde, Fennema, Ryan, Frost and Hopp, 1990). Because of that it seemed interesting to investigate what general attitudes do secondary school students have toward mathematics, do they see it as a male domain, do they think that math abilities are inborn and do they experience math anxiety. Participants in the study were students from all four classes of the two language oriented and one science oriented secondary schools (N=531). Two scales were used in the study: Scale for measuring attitudes and beliefs toward math and Scale for measuring math anxiety. Results show that science oriented students have more positive attitudes toward math and they believe more that math abilities are not inborn. Science oriented students and girls do less believe that math is a male domain. Language oriented students and girls had more intensive math anxiety. There was no significant interaction effect between educational orientation and gender on any variable. Obtained results were commented in regard to students' educational orientation and different gender role socialization process. |