Content area
This study investigated whether the content of early recollections distinguishes between women in mathematics and women not directly associated with the study of mathematics. More specifically, this study attempted to determine whether significant differences exist between women math majors/minors and women nonmath majors with respect to manifest content of early recollections as scored employing the Manaster-Perryman Manifest Content Early Recollections Scoring Manual (Manaster & Perryman, 1974). Variables were selected in conformity with known determinants associated with mathematics predilection in women: the roles of mothers and fathers, degree of self-confidence, nonconformity, spatial/visual orientation, school, active or passive tendencies, internal locus of control, and positive attitude.
The sixty female subjects consisted of 30 women enrolled as college majors or minors in mathematics; the comparison group consisted of 30 women enrolled in fields of study typically not associated with mathematics.
The results indicated no significant differences between the women-in-mathematics group and the nonmath women group with respect to the variables selected from the Manaster-Perryman Manifest Content Early Recollections Scoring Manual: Mother, Father, Mastery, New or unfamiliar situation causing excitement, Visual (Concern with Detail), School (Setting), Active/Passive, Internal/External (Control), and Positive/Negative/Neutral (Affect). A Post-hoc analysis using the remaining 29 Manaster-Perryman Manifest Content Early Recollections Scoring Manual variables suggested that a significant difference exists between the two groups studied with respect to the variable Attention-getting.
Results suggest that determinants identified in previous studies on women in mathematics, which have almost exclusively dealt with women subjects at the elementary, junior high school, and high school levels, may no longer operate significantly once women are enrolled at the college level.