Tuesday, March 17, 1998
The University Daily Kansan
Section A · Page 5
Men's loss grieves students, fans
By Laura Roddy
lroddy@kansan.com
Kansas staff writer
It wasn't just weather that dampened spirits yesterday.
Lingering grief about the men's basketball team's 80-75 loss to Rhode Island on Sunday plagued some University of Kansas students.
Kendall Day, St. Francis junior, said it was a tough day for devoted KU basketball fans.
"I'm consoled by the fact that Mother Nature feels our pain," he said, referring to the gray skies and rain.
David Templin, director of applied
sport psychology at the University, said that it was natural for fans to be upset but that they should put the loss in perspective.
"It's okay to be discouraged for awhile," he said. "Then look at the positive things."
Templin said
Tempin said that, to fans, it almost was as if the team was part of their families.
Templin said fans should remember the team's accomplishments and focus on its quality, coaches and
players.
Ryan Hodapp, Overland Park senior and the University's "Super-
ian, said the loss was depressing because the Jayhawks were expected to go further in the tournament.
fan," said the loss
Hodapp said that students who wait
days for good seats in Allen Field House probably were taking the loss harder than the average fan but that it was important to remember it was not the end of the world.
Jack Martin, Abilene sophomore,
said handling the loss this year was not as hard as dealing with last year'*s loss to Arizona or with the Jawhawk's 1966 loss to Virginia.
"I'm getting used to it," he said.
"You can't always get worked up about it, or you'll drive yourself nuts."
Amanda Morgan, Leawood senior, said now that the Jayhawks had been eliminated from the NCAA Tournament, she would root for Valparaio to beat Rhode Island.
Day said he would try to keep in mind the caliber of Kansas' players and coaches.
Females subtract from math gender gap
By Graham K. Johnson gjohnson@kansan.com Kansan staff writer
Female high school math students in the United States have countered the stereotype that math is a male subject.
The Third International Math and Science Study, a study that compared math achievement among elementary and secondary students from the world's nations, indicated that the United States was one of three countries that did not show a significant gender gap in general math knowledge. The study was released in late February by the U.S. Department of Education.
Michael Martin, deputy study
director, said the study found that in the area of general math, defined as basic skills and basic algebra, there was no major difference between the achievement of males and females.
Barbara Ballard, associate dean of student life, deals with women's issues in her work with the Emily Taylor Women's Resource Center. She said that she thought there had been progress and that it had begun with the women's movement, which forced educators to look at how women were being treated compared to men.
Martin said that the lack of a gender gap in math abilities was not surprising because the disparity between males and females in math
had been changing for a long time.
"Over the last 30 to 40 years, at least in general knowledge of mathematics, the gender gap has been declining." he said.
He said the gap began to widen in advanced math, such as calculus.
Martin said he thought the gap widened because fewer females took advanced math courses.
Joanna Griffin, Wichita freshman, who is taking Math 101, noticed that in her high school, not as many females took the upper level math classes.
"As the classes got higher in level, there were more male than female students," she said.
Martin and Ballard agreed that there were other reasons than a
lack of female math abilities.
"We know the ability is there, because in the early years, women make better grades than men," Ballard said. "It has to do with how girls are perceived."
Martin also said that perception may be part of the problem.
"It may be that girls think of math as a boy's field." Martin said.
Judy Roitman, professor of mathematics, said the focus should be on a gap in attention and encouragement that women receive in math education.
"The question isn't whether women are closing the gap, but whether the educational system is encouraging women to study math," Roitman said.
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