This study examined affective influences on male student attitudes toward peer tutoring. Results indicate that gender-specific sociolinguistic characteristics as well as cultural pressures impacted male students' willingness to seek academic assistance. Both male developmental mathematics tutors and male developmental mathematics students admitted to actions or nonactions based on stereotypically gender-driven cultural expectations. In addition, decisions about whether to participate in peer tutoring were affected by beliefs about men and mathematics as much as, if not more than, by a genuine level of ability and preparedness.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Linguistics and Language