Internal/Individual Barrier: Low math/science self-efficacy

	BARRIERS	SUPPORTS
	Family members lack knowledge base in math & science; provide little help Little encouragement in math/science Low aspirations or expectations for success in math/science Maternal math anxiety transmitted to daughter	Family has knowledge base in math and science; provide sufficient help Encouragement from family to do well in math/science Support & high expectations for success in math/science career choices Paternal encouragement is critically important
	Ineffective teaching methods in math &science Little/no encouragement from teachers in math/science Teachers unwilling to provide extra help in math/science Not challenged in math/science classes Inadequate academic preparation in math/science Poor learning environment (disruptive) in math/science courses Sexism	Effective math/science teaching methods Encouraging science and math teachers Math/science teachers quick to help when needed Challenging math/science coursework Exposure to math & science enrichment (tutors, mentors, special programs)
	Disconnect between professions they considered and perceived need for math/science Lack of understanding of preparation for various careers Inadequate, incomplete, and misinformation from counselors about careers Active discouragement at all educational levels	Counselors provide clarity to career path & appropriate information (courses needed; structure and path to science/math majors and careers) School professionals engaged in student math and science career goals Access to online structured career plans (e.g., VCC) Active encouragement of STEM careers
	Social comparisons; judge science/math ability in relation to other students Peer group not involved in math/science Lack of success in math/science to avoid peer rejection, tokenism, and stereotype threat. Lack of and/or negative exposure to math/science role models of same gender and/or ethnicity (family, peers, school, society, media) Gender stereotyping (Males viewed as superior in math/science)	Perceived as competent in math & science by social group Peer group involved in math and science Strong female role models in math and science Discuss math/science career aspirations with social group Egalitarian gender role perspectives
	Low math/science self-efficacy Lack of interest in math/science Misconceptions about workload/level of difficulty of math/science courses Lack of initiative to seek out resources/help in math/science Lack of understanding of real-world applications of math/science	High math/science self efficacy Resilience-willingness to work hard in math & science Obtained mastery experiences in math/science Able to see application of math/science in career Has identified math/science career goal

Menu: Explanation Illustration Intervention

Level: General Middle School High School Undergraduate

Text:

“In general, researchers have found that females have less confidence in their math abilities than males do,” (Andre, Whigham, Hendrickson, et al., 1999; Herbert and Stipek, 2005; Jacobs, Lanza, Osgood, et al., 2002; Simpkins and Davis-Kean, 2005; and Wigfield, Eccles Mac Iver, et al, 1991) as cited in “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 6.

Girls often underestimate their ability in math and science.
“Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 6.

“Students who view their cognitive abilities as fixed from birth or unchangeable are more likely to experience decreased confidence and performance when faced with difficulties or setbacks.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 7.

Contact: sphoran@asu.edu