e eye-contact when explaining problems, and c) tend to be more concerned about low math achievement in male students than in female students.
Jones and Jacka (1995) state that not only is sexism among educators causing the problem but it is present even in terms of characterizing the problem. Specifically, the authors argue that girls' school achievement generally is not given significance in educational reports, and is never emphasized in terms of their learning outcomes, and that such reports are overshadowed by a focus on girls' underparticipation in math and science.
Regarding the emphasis placed upon under-achievement and under-participation of girls in math and science, Jones and Jacka (1995) state that this repeated emphasis upon the lacks rather than achievements of girls is, essentially, the same focus as that maintained in patriarchal discourse. The result is said to be a stance toward female education in general and math education in particular as uncertain and lacking, which is said to exacerbate rather t
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