Moreover, despite many initiatives to reduce gender gaps in fields of tertiary study, the situation has changed only slightly in the past decade or so (OECD, 2012b). As a result, dominant gender norms governing what is the ideal type of masculine and feminine identity impact strongly on educational choices (Connell, 2005). Recent studies have also shown that teachers’ and parents’ gender-stereotyped behaviours and expectations can undermine girls’ confidence in their mathematical abilities, discouraging them from choosing mathematics-related courses (TUrner et al.,