1. Outline of research activities – Poland Maciej Piotrowski Barcelona, 25-26 January 2007

2. Situation in Poland A significant underrepresentation of girls undertaking math oriented degree programs (e.g. IT, engineering) can be observed. As a result women tend to choose lower-paid, volatile jobs with a higher risk of being fired (among some popular sectors for women are: medicine, finance, insurance, health, social services, light manufacturing).

3. Results in mathematics The literature analysis conducted in the preceding phase of the PREMA project, shows that the achievements of girls in mathematics certainly is not a key reason for such an underrepresentation in Poland, since the external examinations at primary and secondary school level as well as the PISA report indicate insignificant differences between scores in mathematics achieved by boys and girls. Today, women in Poland are generally better educated than men. More young women complete secondary schools and pass final examinations, and more women enter and complete universities.

4. Situation in Poland The key objective for research activities was to analyse the reasons, why girls (even high attaining in mathematics at high school level) do not choose math oriented studies, and career paths. The literature analysis indicated, the historical and socio-cultural factors are the most influencing in Poland. Therefore research activities based on face-to-face interviews were aimed at deepening understanding on these factors that require attention in order to reduce the gender differences: –Confirmation of conclusions drawn in the national report on Poland on the basis of literature research (which were shortly summarized in the second chapter). –Identification of new factors that were not discussed until today in the literature.

5. Research tools Research tools used for interviews were based on the tools developed by Prof. Jim Ridgway. They required translation and adaptation to the Polish context. Target groups –High school math teachers. –University math teachers. –High school pupils. An attempt was made to select for interviews high attaining pupils not interested in math related further studies. Such approach guaranteed more valuable answers regarding the reasons for not selecting math related studies. –University students. Similarly as before, an attempt was made to select for interviews high attaining students not interested in math related careers.

6. Teachers’ perception on boys and girls peformance in mathematics All teachers perceived differences between the way that boys and girls learn mathematics. Two teachers said that they are not convinced about girls in math related careers. They prefer (!) girls performing traditional feminine jobs (parenting, house keeping, public health, social services, light manufacturing e.g. textile industry). Such attitude of teachers (considered as quite popular in Poland, after interviews with students, authors experiences), certainly influences education decisions of girls. Regardless of the previous statement all teachers consider women as more diligent, precise, patient what can be advantageous in some math related jobs, e.g. programming.

7. Teachers’ perception on boys and girls peformance in mathematics Many girls try to simply memorize topics in order to pass exams while boys more frequently make efforts to understand issues and look for practical applications. It might be due to the lower developed mathematical-logical intelligence of girls compared to boys (this was argued by two teachers). Teachers perceive girls as more diligent and motivated to obtain high scores. Therefore there are no major differences in grades between boys and girls. Two teachers argued that there are differences in the way that a brain processes information in case of boys and girls, and that influences the way that they learn mathematics (according to these teachers it favors boys). Girls are frequently reluctant to ask for explanation if something is not clear (shyness). Girls generally are more afraid to solve tasks on the blackboard in front of a class.

8. How to attract girls to mathematics – teachers’ perspective Explain benefits of math related careers (higher jobs availability and salaries, lower volatility). Change the perception of girls that math related jobs are masculine and not well fit for girls. Teachers should not repeat stereotypes that girls are not suitable for math related studies/careers. Girls require higher time flexibility (e.g. when parenting). Because of that employers when recruiting for key positions tend to prefer male candidates. That makes girls choose rather more flexible traditional feminine jobs. Some changes should be made in the labor law to improve this situation. Teachers should be informed on the gender gap in math related careers and trained on the methods to maintain interest among girls in math.

9. Girls’ perceptions of math related studies and careers  Many girls, even good at math perceive the math related careers as unattractive, definitely masculine career areas. Engineer is still perceived as “a person in rubber shoes working in the field”.  Majority of the girls perceive math related careers as well paid however definitely more suitable for men.  Math related career seems to be more challenging.  Math related career is perceived as not flexible, that requires a lot of time and dedication. Not very suitable for women while parenting.  Too many hours spent working on computers.

10. How to attract girls to mathematics – girls’ perspective Explain benefits of math related careers (higher jobs availability and salaries, lower volatility). Change the perception of girls that math related jobs are masculine and not well fit for girls. Teachers should not repeat stereotypes that girls are not suitable for math related studies/careers. Girls require higher time flexibility (e.g. when parenting). Because of that employers when recruiting for key positions tend to prefer male candidates. That makes girls choose rather more flexible traditional feminine jobs. Some changes should be made in the labor law to improve this situation. Teachers should be informed on the gender gap in math related careers and trained on the methods to maintain interest among girls in math.