Attitudes Toward Mathematics and Predictors of College Mathematics Grades: Gender Differences in a 4-Year Business College

Abstract Differences between genders in previous math experience, perceived ability, and attitudes toward math have all been suggested as explanations for male superiority on standardized tests of mathematics. This study explored gender differences in attitudes in the context of a 4-year business college, a setting in which math backgrounds and perceived ability are virtually identical for males and females. Significant gender differences were found in several areas, and attitude variables were found to be useful in predicting grades. Results support the hypothesis that females prefer rote versus autonomous learning and that they choose familiar over novel situations. They are also less confident than males about their ability to do word problems.