Boys on the margins of mathematics in Finland, Australia, and New Zealand: rethinking gendered binaries

Despite decades of attention to gender and school mathematics, gender inequalities in partici-pation persist. This paper uses the lens of gender monoglossia to explore how accounts of gender and mathematics differ in three international contexts: Finland, Australia, and New Zealand. Drawing on data from completed studies, we examine normalised performances of masculinity in relation to location, race, and class, and who these constructions exclude from mathematics. In contrast to previous studies documenting masculine advantages, we note some boys 'on the margins' of mathematics in each context. We argue that masculine advantages in mathematics are not universal and that attention to contextual differences in gender monoglossia offers a way to 'open mathematics up' by exposing the constructed nature of gender norms.

Automated summary

Despite decades of attention, gender inequalities in participation in school mathematics still persist. This paper examines the differences in accounts of gender and mathematics in three international contexts, namely Finland, Australia, and New Zealand, using the concept of gender monoglossia. By analyzing data from previous studies, the authors explore the normalized performances of masculinity in relation to location, race, and class, and identify boys marginalized in mathematics in each context. The study argues that masculine advantages in mathematics are not universally applicable, and that contextual differences in gender monoglossia can help expose the constructed nature of gender norms and promote inclusivity in mathematics.