Advertising Campaign Results

At the beginning and end of each fall semester, we surveyed random students in freshman composition (the one course required of all freshmen), asking about their attitudes toward women in mathematics, their own perceptions of their efficacy in mathematics, and the contents of the advertisements. For instance, we asked whether students ranked themselves average, below average, or above average in their mathematical abilities. We asked them whether they thought women in general had more or less ability than men in mathematics, and we asked whether they perceived mathematics as being more feminine or masculine. We also presented the information in two or three advertisements as multiple choice questions to see whether the students knew the information by the end of the semester. The questionnaires contained similar questions about the students' work in English to give us a basis for comparison.

Year One: Fall 2001

The survey concerning the advertisements and students' attitudes toward women in mathematics was administered at the beginning and end of the fall semester of 2001, the first time to 168 students, and the second time to 150. The advertisements were published between surveys. Initial quantitative analyses from the survey show mixed results. We asked questions about two advertisements, one that stated that the majority of math majors at NIU are women, and the other that summarized the results regarding A's in Calculus I described above. We found a significant effect over time for the first advertisement, but not for the second advertisement.

Anecdotal evidence and survey data from 2001 show that many freshmen simply did not see the advertisements. Other anecdotal evidence suggests that those who did see the ads took notice. In the Department of Mathematical Sciences, many professors discussed their varying reactions to the ads. The women in the FIG looked for the ads and especially valued one ad, which included a picture of them working and laughing together in their calculus class. A multiple choice question below the photograph asked readers whether the women were (a) organizing a sorority event, (b) planning for spring break, or (c) attending their calculus class. Students in other mathematics classes as well as in Women's Studies discussed the advertisements as well, according to their professors. Clearly, the advertisements begin to change the way people on campus view women and mathematics.

The first-year survey results also reinforced findings from other studies that indicate that women are less likely to pursue advanced course work in mathematics than men. Yet women in our study did not believe that they were less competent than the average student. Our results implied that positive-rather than negative-reinforcements were likely to cause these differences. This strengthened our conviction that the advertising campaign could work. The role of positive social norms messages also suggested that further research is needed to uncover the full variety of factors that influence women in math. We propose that instead of feeling discouraged from pursuing a specific line of coursework, individuals are encouraged to pursue different areas. In the specific instance of women in mathematics, women stop taking mathematics not because they are being discouraged from taking math courses but because they are being encouraged to take English or other courses. Thus, the research reaffirms the idea that those who advise women students are tremendously important in increasing women's participation in mathematics.

Year Two: Fall 2002

During the second year of funding, we surveyed 204 students the first time, and 225 the second time. Unfortunately, a large portion of the students failed to provide identifying information at time one, time two, or both times. Because of this factor, time series analysis is greatly limited.

Responses to the questionnaire were analyzed using a mixed design ANOVA. The independent variables were sex and timing of the measure. The dependent variable was agreement with the information contained in the advertisements. Generally, few significant effects emerged for sex or timing. In fact, only timing influenced perceptions of the 'math myths'. Over time, college freshmen appeared to become more accepting of the math myth.

Does this indicate the advertisement campaign was not successful during the second year? Clearly, we cannot strongly make that assertion, for a variety of reasons. First, there is no evidence the students sampled were exposed to the advertisements. Second, even if the advertisements did reduce students’ beliefs in math myths, it is possible other factors may have worked to increase these beliefs (i.e., meetings with advisors, discussions with other students, etc….). Finally, problems with the data set allowed for analysis of only a very small sample, and we cannot be certain this sample was unbiased. Students who provided the required identification information may differ from those who did not in systematic ways. Drawing broad conclusions from these results would be dangerous.

Recommendation based on both years’ advertising campaigns:

Ideally, the project would be replicated in an environment in which the media campaign would be more visible and omnipresent, to reduce the likelihood that students simply did not see the advertisements. The interviews in the teaching intervention part of the project may also offer some information about the extent to which other factors affect students’ attitudes toward women in mathematics.