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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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  • Young K. Kim

    (Azusa Pacific University)

  • Linda J. Sax

    (University of California, Los Angeles)

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.

Suggested Citation

  • Young K. Kim & Linda J. Sax, 2018. "The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(8), pages 1074-1104, December.
    • Handle: RePEc:spr:reihed:v:59:y:2018:i:8:d:10.1007_s11162-018-9500-8
    DOI: 10.1007/s11162-018-9500-8
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    References listed on IDEAS

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    1. Joy Gaston Gayles & Frim Ampaw, 2014. "The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 439-468, July.
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    3. Joy Gaston Gayles & Shouping Hu, 2009. "The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes," The Journal of Higher Education, Taylor & Francis Journals, vol. 80(3), pages 315-333, May.
    4. Joseph J. Ferrare & Matthew T. Hora, 2014. "Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(6), pages 792-825, November.
    5. Tricia A. Seifert & Benjamin Gillig & Jana M. Hanson & Ernest T. Pascarella & Charles F. Blaich, 2014. "The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 531-564, July.
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    Cited by:

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