Mathematics Anxiety and Science Careers among Able College Women

Abstract

Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated to career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice

Das Mathematikangstinterview (MAI): Erste psychometrische Gütekriterien

“…Dies bestätigt frühere Befunde für das Jugend-und Erwachsenenalter (Chipman, Krantz & Silver, 1992;Ma, 1999) sowie für das Grundschulalter (Krinzinger et al, 2007).…”

Acceptance and Commitment Therapy (Act) vs. Systematic Desensitization in Treatment of Mathematics Anxiety

“…A majority of students enrolled in college algebra and courses preparatory to it here regard themselves as math anxious, with a significantly higher proportion of women (60%) than men (44%) reporting elevated levels of math anxiety (Zettle & Raines, 2000). Math anxiety often has been cited as a factor limiting the educational and career choices of college students, particularly women (Betz, 1978;Chipman, Krantz, & Silver, 1992;Resnick, Viehe, & Segal, 1982;Singer & Stake, 1986). Students who are severely math anxious may opt for academic majors within the fine arts, humanities, or social sciences that enable them to avoid all but minimal coursework in mathematics (Chipman et al).…”

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

“…Special attention has been paid to MA and its impact on mathematical learning: an ever-growing body of research has recognised that anxiety states and worry experienced during math classes or related activities are significant factors with a negative influence on math learning and basic numerical abilities in both adults (Bursal & Paznokas, 2006;Jameson & Fusco, 2014;Pozehl, 1996;Maloney & Beilock, 2012;McMullan, Jones, & Lea, 2010;Swars, Daane, & Giesen, 2006) and children (Hill et al, 2016;Wu, Barth, Amin, Malcarne, & Menon, 2012). MA thus seems to have serious consequences, not only in the short term (on math performance at school), but also in the long term, adversely influencing an individual's choice of career, type of occupation and professional growth in adulthood (Ashcraft & Ridley, 2005;Beasley, Long, & Natali, 2001;Chipman, Krantz, & Silver, 1992;Hembree, 1990;Ho et al, 2000). Concerning gender differences, the findings generally suggest that females suffer from MA more than males (see Else-Quest, Hyde, & Linn, 2010; and see Devine, Fawcett, Szu cs, & Dowker, 2012, for a short review), and that women are consequently less likely to seek opportunities for math problem solving, and they tend to avoid math-related activities (Balo glu & Kocak, 2006;Else-Quest et al, 2010;Jain & Dowson, 2009;McGraw, Lubienski, & Strutchens, 2006;Rubinsten, Bialik, & Solar, 2012).…”