School Barrier: Inadequate academic preparation 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
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Menu:
Explanation Illustration Intervention
Level:
General Middle School High School Undergraduate
Text:
Try Engineering: http://www.tryengineering.org/become.php
This site includes information about how to become an engineer including a list of suggested courses that students should take to prepare to pursue a college degree in a STEM career.
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