Family context predictors of math self-concept among undergraduate STEM majors: An analysis of gender differences

Anne Rinn

Abstract


The purpose of the current study was to examine four family context variables (socioeconomic status, mother’s level of education, father’s level of education, and perceived family social support) as predictors of math self-concept among undergraduate STEM majors to better understand the gender differential in math self-concept. Participants included 499 undergraduates (75% of whom were female) at a large research university in the southwestern United States. Results indicated that males had higher math self-concepts than females and that social support predicted math self-concept, particularly for males.


Keywords


STEM; math self-concept; college students; undergraduate major; gender

Full Text:

PDF


 

 

 

 

 

 

 

 

 




ISSN 1527-9316