Abstract:
This study investigated the experiences of successful female mathematics professionals
and the elements that facilitated their resilience in the mathematics field. A survey design
and sequential exploratory mixed method approach were employed in collecting both
quantitative and qualitative data for the study. The population for the study was female
mathematics professionals in selected tertiary institutions in Ghana from which 70
females in Central and Greater Accra Region were sampled using purposive sampling
technique and snowball sampling for data collection exercise. Close-ended questionnaire
items and semi-structured interview protocol were used as data collection instruments.
Frequency count, percentage, Pearson’s product-moment correlation coefficient were the
statistical tests used in analyzing the quantitative data collected for the study while the
qualitative data was presented in descriptive words. The result revealed unhealthy school
environment (75.71%), sociocultural beliefs (74.29%) and managing multiple roles as
challenging experiences of females in their educational journeys. Also, internal factors
(e.g., mathematical self-efficacy 78.57%, determination and self-confidence in
mathematics 70.00%) and external factors (e.g., active participation in co-curricular and
extra-curricular activities 72.86%) were common factors that contributed to females’
success in the mathematics discipline. The study further found that support systems (e.g.,
family, school, peer, role models and scholarships) are essential factors which helped
females to successfully manoeuvre their ways to gainfully attain a profession in the
mathematics field. Finally, the Pearson correlations indicated a significantly positive
correlation between various support systems and females’ resilience in mathematics. The
researcher hereby concluded females’ challenges in their educational journey in
mathematics are related to experiences in unhealthy school environment, sociocultural
beliefs and managing multiple roles in the home. However, some internal and external
factors as well as support factors contributed to their success in the discipline. Based on
the conclusion, it is recommended that parents should put in much effort to develop the
mathematical resilience of their female children.
Description:
A Thesis in the Department of Mathematics Education, Faculty of Science
Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
