Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences |
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| Authors: | Nadya A Fouad Gail Hackett Philip L Smith Neeta Kantamneni Mary Fitzpatrick Susan Haag Dee Spencer |
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| Institution: | aDepartment of Educational Psychology, University of Wisconsin, Milwaukee, USA;bDepartment of Counseling and Educational Psychology, University of Missouri, Kansas City, USA;cCollege of Engineering, Arizona State University, USA;dCollege of Education, Arizona State University, USA |
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| Abstract: | This article presents three studies that provide an in-depth examination of STEM-related supports and barriers. These studies constructed an instrument to identify male and female perceptions of the barriers and supports for pursuing coursework and/or careers in mathematics and sciences domains; to pilot test and refine that instrument; and then to explore gender differences in perceptions of supports and barriers at three different educational levels: middle school, high school, and college. Study 1 involved using literature reviews and in-depth interviews at the three educational levels to broadly identify perceived supports and barriers, and to develop a taxonomy of barrier and supports at each level. Based upon the taxonomy, study 2 involved the construction and pilot testing of a barriers and support instrument. Study 3 involved administering the revised instrument to a large sample of participants at each educational level. Results indicate both gender and developmental differences in perceptions of the barriers and supports for pursuing a math or science curriculum. |
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| Keywords: | STEM careers Barriers Supports Assessment |
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