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School Support: Effective math/science teaching methods
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:

“They cared about students and delivered the material at our pace or level of understanding. In high school I had a really good teacher. He made math easy to understand, took time to explain concepts, & made sure that students knew what they were doing.”

“In science, we had notes on power point and did a lot of hands on experiments. He was just a really nice person who cared about his students. I would rate the chemistry teacher a 5 for being innovative.”

“He had contests and ‘Math Olympics;’ we would spend an entire week out on the football field doing activities to help us learn math.  Instead of using numbers to teach a problem, he drew pictures of animals or symbols.  This would help us understand the whole concept better, not just a specific problem.”