B
a
r
r
i
e
r
s |
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 |
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 |
Disconnect between professions they considered and perceived need for math/science
Lack of understanding of preparation for various careers
Inadequate, incomplete, and mis- information from counselors about careers
Active discouragement at all educational levels |
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) |
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 |
S
u
p
p
o
r
t
s |
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 |
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)
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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 |
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 |
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 |
