Socializing Math Equally? Exploring Gendered Assumptions in the Home Learning Environment
Session
Psychology
Description
Although many parents believe they treat their children the same, subtle gender differences in how they support math learning may go unnoticed. This study examined how parents perceive their math socialization practices and whether they believe these would differ if their child were a different gender. Forty primary caregivers (88% mothers) of children aged 4–9 were interviewed about the home math environment. While all parents stated that math is equally important for boys and girls, 40% framed this around gender equality, 68% mentioned universal relevance, and 10% mentioned gendered differences in math ability. When asked how their behavior might change if their child were a different gender, 60% said they would engage in different activities. Only 43% said they would offer the same toys, and 58% said their interactions would remain the same. These findings underscore the need to examine hidden gendered assumptions in early math socialization at home.
Keywords:
Gender socialization, parental beliefs, home learning environment, early math learning
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-41-2
Location
UBT Lipjan, Kosovo
Start Date
25-10-2025 9:00 AM
End Date
26-10-2025 6:00 PM
DOI
10.33107/ubt-ic.2025.314
Recommended Citation
Krasniqi, Besjanë; Sonnenchein, Susan; Stites, Michele; and Snyder, Emma, "Socializing Math Equally? Exploring Gendered Assumptions in the Home Learning Environment" (2025). UBT International Conference. 2.
https://knowledgecenter.ubt-uni.net/conference/2025UBTIC/PSY/2
Socializing Math Equally? Exploring Gendered Assumptions in the Home Learning Environment
UBT Lipjan, Kosovo
Although many parents believe they treat their children the same, subtle gender differences in how they support math learning may go unnoticed. This study examined how parents perceive their math socialization practices and whether they believe these would differ if their child were a different gender. Forty primary caregivers (88% mothers) of children aged 4–9 were interviewed about the home math environment. While all parents stated that math is equally important for boys and girls, 40% framed this around gender equality, 68% mentioned universal relevance, and 10% mentioned gendered differences in math ability. When asked how their behavior might change if their child were a different gender, 60% said they would engage in different activities. Only 43% said they would offer the same toys, and 58% said their interactions would remain the same. These findings underscore the need to examine hidden gendered assumptions in early math socialization at home.