unded groups or government agencies.For my further research, I would like to explore the relationship betweenassertiveness in adolescent girls and its relationship to their math success. Morespecifically, I would like to devise a study that examines whether or notassertiveness training in adolescent girls would impact their math success.References American Association of University Women. (1991). Shortchanging Girls,Shortchanging America. American Association of University Women:Washington, DC American Association of University Women. (1992). How SchoolsShortchange Girls. American Association of University Women: Washington, DC Becker, J. (1981). differential treatment of females and males in mathematics classes. Journal for Research in Mathematics Education. 12, 40-53. Durost, R. (1996). Single sex math classes: What and for whom? Oneschool's experiences. Bulletin, 80, 27-31. Jackson, L., Fleury, R., Girvin, J., & Gerard. D. (1995). The numbers game:Gender and attention to numerical information. Sex Roles: A Journal ofResearch. 33, 559-569. Kianian, A. (1995). Gender and mathematics achievement parity: Evidencefrom post-secondary education. Education, 116, 586-592. Leder, G. (1990). Teacher/student interactions in the mathematics classroom:A different perspective. From Fenema, E. & Leder, G. (Eds.). Mathematics andGender: Influences on Teachers and Students. New York, Teachers College. Orbinson, N., Abbott, R., Berninger, V., & Busse, J. (1996). The structure ofabilities in math precocious young children: Gender similarities and differences. Journal of Educational Psychology, 88, 341-352. Perry, W. (1996). Gender based education: Why it works at the middleschool level. Bulletin, 80, 32-35. Sadker, M & Sadker, D. (1994). Failing at Fairness: How Our Schools CheatGirls. New York: Touchstone. Updergraff, K., McHale, S., & Crouter, A. (1996). Gender ro...
