Internal/Individual Barrier: Lack of interest in math/science

	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:

High drop out and switch rates among undergraduate women intending to major in the sciences and engineering depletes the poll of interested qualified and prepared students- further exacerbating the problem of women’s under representation in these fields.
Wiser Lab Research for First Year Undergraduate Students

Women tend to come late to their undergraduate majors, often changing majors several times after arriving at college. This tendency to decide late on a major is one reason many women drop out of math and science, but it could also be one way they are drawn into STEM. Women who leave science explain that they see most math and science courses, (except for pre-med) as not being people oriented.
Apprenticeships in Science policy, undergraduate

“Boys outperform girls in math and science across grades on the National Assessment of Educational Progress and on several of the math- and science-related Advanced Placement exams. And relatively few women pursue postsecondary studies in fields such as engineering and computer science. That overall trend robs the United States of skilled workers and entrepreneurs, business leaders and others say.”
Cavanagh, S. (2007) When It comes to math and science, mom and dad count: Parent attitudes influence how their offspring take to those subjects. Education Week. Vol. 27, Issue 09, Page 8.

Contact: sphoran@asu.edu