School Barrier: Little/no encouragement from teachers 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:

"She would ignore me. She didn't like me. Well cuz I got in trouble at the beginning of the year and she decided I was a bad kid from then on even though I was a good kid."

"She talks a lot…but she's not a warm teacher. With other teachers we talk about all kinds of things. She's not very open."

"I felt discouraged because I was asking questions, on questions, on questions and no one would answer me. But I understand why a little bit. I was annoying, maybe just a little, because I just never really understood."

"Sometimes they don't understand why you don't understand. They'd get frustrated easily sometimes."

"It was more the teacher. She was never there to help like before school or after school. And she was one of those teachers that talked to the chalkboard, not to the class."

"It was a huge chemistry class and my teacher didn't really have time to answer questions. She was always buzzing about trying to talk to everyone at the same time. I don't know, I didn't want to make her day any more stressful...It's not that the teacher wouldn't have answered my questions."

"She was mean. I never say that about other teachers. She would constantly call on me and I would tell her I didn't know how to do it and she wouldn't explain it and just hand me the formula. One problem right after the other…it was embarrassing and I started ditching and had to take it over freshman year."

"She told me I was an idiot once...She told us a lot of stuff I think was wrong, like if a woman got pregnant it would be a girl if the man wore tight pants and the semen got squished...She was so bad."

"I'd always have to ask more questions, on top of questions, on top of questions and they always got frustrated with me because I'd have a question about that answer and a question about that answer and I'd just keep going. They weren't real happy with me. It got to the point they wouldn't answer my questions anymore."

Contact: sphoran@asu.edu