Sarah Lubienski

Females continue to be under-represented in mathematics-related fields. Gender gaps in school mathematics performance lay the foundation for these career path differences. Although such gaps were originally thought to appear in secondary school, mathematics achievement gaps are now surfacing in early elementary school, raising new questions about the sources of these gaps. This study will provide a detailed examination of factors that predict gender differences in elementary school mathemati...

The central aims of this research are to investigate the (1) development and (2) consequences of gender stereotypes that portray girls' mathematics achievements as resulting from effort and boys' mathematics achievements as resulting from natural talent (effort-vs.-talent stereotypes) and (3) to identify potential means of reducing the negative effects of these stereotypes on children's mathematics outcomes. From a theoretical standpoint, this work will be the first to characterize the devel...

The University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education trained five fellows on mathematics learning, mathematical measurement, quasi-experimental and experimental design, and analysis of large-scale evaluations.

The purpose of this study is to determine whether teacher qualifications, professional development, classroom instructional practices, student attitudes toward mathematics, and school climate differ in public, private and charter schools, and to determine whether such differences are related to academic achievement for all students and for disadvantaged students in particular.