The effects absent fathers have on female development and college attendance

College Student Journal, Dec, 2001 by Franklin B. Krohn, Zoe Bogan

Female Achievement in Mathematics

Female accomplishments in mathematics in recent years have greatly increased (Bae, 1997). In prior years female apathy in mathematics was related to the lack of father involvement or lack of incentive by family members (mainly fathers) to pursue a mathematical career. This section focuses on female relationship to mathematics and displays how lacking a father can disrupt this connection.

The old myth that females are incapable of doing math is false (Elium & Elium, 1994). Rather, many girls tend to approach problem solving differently than boys. Girls tend to approach abstract math problems verbally rather than through the visual means used more often by boys (Elium & Elium, 1994, p. 16). Reports by the American Association of University Women show that girls learn better in groups where there is verbal sharing of information among the leader or teacher and group members (Elium & Elium, 1994, p. 16).

Females are typically at a disadvantage in terms of mathematics than are boys because females are often coerced into not making mathematics a career. The times and educational practices have changed but an extensive report compiled by the American Association of University Women (AAUW) concludes that girls are still at a disadvantage in today's education system. According to this report, the belief that girls and boys have identical experiences is entirely erroneous (Elium & Elium, 1994, p. 16). Other factors that influence young girls' decisions not to pursue mathematics or other traditionally masculine areas such as science are: the lack of attention given to girls by teachers in the classroom, education being a spectator sport for girls, traditional sex roles taught along with the regular curriculum material, and lastly and probably most important, different expectations for girls affect their performance in math and science.

Various researches show that classroom teachers not only call on boys more often than girls, but they listen when boys call out answers. Because teachers assume girls will be conscientious students, they tend to encourage boys more often by commenting on their work, offering suggestions and giving praise (Elium & Elium, 1994, p. 73). This greatly affects female achievement in mathematics and other academic areas since girls are not given adequate attention or taught to attempt that which is foreign to them. Females are restricted to societal expectations of them and are rarely asked to go outside this frame.

Female achievement and success in mathematics and other male dominated fields of study can be nurtured based on the amount of support received from fathers. The father's support can be especially important for his daughter since he can serve as a clear counterforce to prevent male biases (Biller, 1993, p. 147).

Security and Stability

Security is important for all humans but for females it is vital for growth (Griffin, 1998, p. 21). This paternal protection enables females to thrive in relative safety, enhancing their chances of growing into healthy adulthood (Elium & Elium, 1994, p. 68). Positive paternal relationships can be especially crucial for daughters in their efforts to become competent, achievement-oriented and successful in nontraditional educational and career areas (Biller, 1993, p. 150). The positive paternal relationship a female has increases her chances of venturing into challenging territory.