Internal/Individual Support: High math/science self efficacy

Internal/Individual Support: High 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:

Confidence is the variable that correlates most strongly with achievement in math and science, especially for girls

Femme Continuum, post ninth grade girls

Contact: sphoran@asu.edu