School Support: Challenging math/science coursework

	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:

“Embed mathematics word problems and science activities in contexts that are interesting to both boys and girls.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 9.

“Provide students with access to rich, engaging relevant information and narrative texts as they participate in classroom science investigations.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 9.

“Capitalize on the novelty to spark initial interest. That is, use project based learning, group work, innovative tasks, and technology to stir interest in a topic.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 9.

“Teachers should provide opportunities for students to engage in spatial skills training. Spatial skills training is associated with performance in mathematics and science.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 7.

“Recognize that children may not automatically recognize when spatial strategies can be used to solve problems and that girls are less likely to use spatial strategies than boys. Teach students to mentally image and draw spatial displays in response to science and math problems.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 9.

“Require students to answer mathematics and science problems using both verbal responses and spatial displays.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 9.

“Provide opportunities for specific training in spatial skills such as mental rotation of images, spatial perspective and embedded figures.” “Encouraging Girls in Math and Science” Institute of Educational Sciences Practice Guide. U.S. Department of Education, p. 9.

Contact: sphoran@asu.edu