Abstract
The underrepresentation of females in mathematics-related fields may be explained by gender differences in mathematics self-concept (rather than ability) favoring males. Mathematics self-concept typically declines with student age, differs with student ethnicity, and is sensitive to teacher influence in early schooling. We investigated whether change in mathematics self-concept occurred within the context of a longitudinal intervention to raise and sustain teacher expectations of student achievement. This experimental study was conducted with a large sample of New Zealand primary school students and their teachers. Data were analyzed using longitudinal multilevel modeling with mathematics self-concept as the dependent variable and time (which represents students’ increasing age each year), gender, and ethnicity entered as predictors and achievement in mathematics included as a control variable. Interaction terms were also explored to investigate changes over time for different groups. All students demonstrated a small increase in mathematics self-concept over the 3-year period of the current study but mathematics self-concept was consistently greater for boys than girls. Māori, Asian, and Other students’ initial mathematics self-concept was higher than that of New Zealand European and Pacific Islanders’ (after controlling for achievement differences). However, a statistically significant decline in mathematics self-concept occurred for Māori students alone by the end of the study. The expected age-related reduction over time in student mathematics self-concept appeared to be mitigated in association with the longitudinal study. Nevertheless, the demonstration of a comparatively lower mathematics self-concept remained for girls overall and declined for Māori. Our results reinforce implications for future research into mathematics self-concept as a possible determinant of female student career choices.
Highlights
Females remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, which have been traditionally considered masculine domains (Watt, 2010)
A persistent gap in mathematics self-concept favoring males has been offered as a central explanation for differences in gendered STEM participation and, importantly, self-concept rather than ability appears to comprise the critical filter in career choice (Schoon, 2015)
Whether an intervention in which teachers were trained in high expectation practices might be associated with mitigating differences in student mathematics self-concept by gender and ethnicity, and might ameliorate its decline with increasing age
Summary
Females remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, which have been traditionally considered masculine domains (Watt, 2010). This status quo exists concurrently with a shortage of a skilled STEM labor force (Jacobs, 2005) and counter to evidence that suggests gender diversity in the workplace is beneficial (Woolley et al, 2010). Whether an intervention in which teachers were trained in high expectation practices might be associated with mitigating differences in student mathematics self-concept by gender and ethnicity, and might ameliorate its decline with increasing age
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