Mathematical self-concept: How college reinforces the gender gap

Abstract

Research in the past decade suggests that persistent gender gaps in math achievement may be rooted in gender differences in math self-concept. Yet, limited research exists on how students' math self-concept develops, and whether this differs between men and women. Using a sample of 8,997 women and 6,053 men, this study examines the factors associated with the development of women's and men's mathematical self-concept during college. Findings reveal a number of student background characteristics and college environments and experiences that contribute to an overall decline in math self-concept during college, and show how college reinforces the gender gap in math confidence. Additionally, in an attempt to answer the perennial question of whether it is “better to be a big frog in a small pond or a small frog in a big pond,” the study pays special attention to the relationship between institutional selectivity and math self-concept. Although institutional selectivity is correlated with declines in math self-concept, results show that specific aspects of selective environments, rather than selectivity itself, are more important predictors of math self-concept.