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The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors

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Abstract

Using hierarchical linear modeling, this study examined how positive faculty support is associated with mathematical self-concept development among students in STEM fields and how the association differs for male and female students. The study utilized data from the 2003 Freshman Survey and the 2007 College Senior Survey (CSS) and a sample of 2184 students across 27 baccalaureate institutions nationwide. This study found that positive faculty support was significantly and positively related to STEM students’ mathematical self-concept development in general; however, this positive connection held for male STEM students only. Findings also suggested that female STEM students’ mathematical self-concept remained significantly below males’ throughout college and positive faculty support did not narrow the persistent gender gap in this area. The study discusses the theoretical and practical implications of the findings.

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Authors and Affiliations

  1. Department of Higher Education, Azusa Pacific University, Azusa, CA, 91702, USA

    Young K. Kim

  2. Higher Education and Organizational Change, Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA, USA

    Linda J. Sax

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  1. Young K. Kim
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  2. Linda J. Sax
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Correspondence to Young K. Kim.

Appendices

Appendix 1

See Table 7.

Table 7 Number of students by institution and gender
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Appendix 2

See Table 8.

Table 8 Variable definitions and coding schemes
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Kim, Y.K., Sax, L.J. The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors. Res High Educ 59, 1074–1104 (2018). https://doi.org/10.1007/s11162-018-9500-8

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