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Internal/Individual Barrier: Low math/science self-efficacy
BARRIERSSUPPORTS
Parental/FamilyFamily 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

SchoolIneffective 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)

Guidance CounselorsDisconnect 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

SocialSocial 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

Internal/IndividualLow 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:

"I have to be taught and I give up easily on math problems."

"They're just hard and you have to think a lot for them. I can do them, but it's just I don't like them."

 "I was too lazy…it's a lack of motivation."

 "I have to put in the effort and I was kind of lazy."

 "I got lazy and didn't do my homework."

"I just make silly mistakes on the assignments. I still do that."

"A 4. Cuz I wasn't the best, but I did like it and I did get good grades in it."

“We go in at lunch every day.  [I’m] open to questions then. But in class it’s harder and I get embarrassed to ask in class.  I want to keep it between me and the teacher. I don’t want anyone to think I’m an idiot.”

“Probably a 3 as well because they don't think I'm a genius at it, but I'm not failing or anything like that. It's just like I don't think I could explain it to somebody else, like I understand it, but I couldn't pass on the information.”

  "The last test I was like, 'OK, I got this, I can do this.' Like I was doing the review over and over and I got everything right a couple times. I took the test and I bombed it. I got like 55%. And I was like, 'Oh my God. Now I can't do this.' So basically, I've given up on that class. So I'm like, 'Fine. I'll bring it up next semester.'"