"I can but I don't want to": The Impact of Parents, Interests, and Activities on Gender Differences in Math

"The general conclusion that we draw from our work is that, although girls' performance and self-perceptions of ability suggest that they feel competent in math, they are less likely than boys to find it intrinsically interesting and their parents are less likely to create math-supportive or math-promotive environments for them. It appears, instead, that the achievement environment in many homes is a gendered environment and that messages from parents about achievement continue to be sent through gender-typed filters." Source: Gender Differences in Mathematics (Cambridge University Press) by Ann M. Gallagher (Editor), James C. Kaufman (Editor) ISBN: 0521533449

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