“But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations

Abstract

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Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971–2011

“…In other words, math confidence-which is not necessarily commensurate with math ability (especially for women)-has become a weaker ''prerequisite'' for selecting the engineering major. Notably, other research using this dataset has shown mathematical self-concept to have become a less salient predictor of women's intent to major in several other STEM fields as well (Sax et al 2015).…”

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

“…Settles, O'Connor, and Stevie (2016) found chilly climate perceptions and identity interference were associated with lower perceptions of science performance, suggesting a stronger identity and well-being may contribute to better long-term performances in the classroom (Ahlqvist, London, and Rosenthal 2013). Ackerman, Kanfer, and Beier (2013) report that women who persist have substantially higher mathematics/science self-concepts and Sax et al (2015) suggests that women's lower mathematics self-concept has become a weaker explanation for their underrepresentation in STEM. A strong STEM identity can be built up through support from family members (Howard 2016;Parker 2013), professional societies (Revelo Alonso 2015), and peers who model STEM interests (Ahlqvist 2014;Robnett 2013).…”

“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering

“…The major difference between staying and leaving has been found to have less to do with the women themselves and more to do with the academic and workplace environments where they attend school and pursue careers (Buse et al 2013;Fouad et al 2016;Hewlett 2008; National Research Council and National Academy of Engineering [NRC/NAE] 2014; Rhoton 2011). Throughout the literature on women's persistence in science, technology, engineering, and math (STEM) fields, a host of structural and cultural barriers contribute to the high prevalence of gender bias in these fields, with direct implications for women's self-efficacy, experiences, opportunities, and success, particularly in engineering (Buse et al 2013;Haines et al 2001;Sandler 1982, 1984;Morris and Daniel 2008;Sax et al 2015;Xu 2013Xu , 2015Xu , 2017.…”