Gender Matters: An Examination of Differential Effects of Positive Faculty Support on Mathematical Self-Concept in STEM Majors

20-Minute Presentation

Young K. Kim, Ph.D., Higher Education

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 (TFS) and the 2007 College Senior Survey (CSS) and a sample of 2,184 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, but this positive connection held for male STEM students only. Findings also suggested that female STEM students’ mathematical self-concept remained significantly below that of 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.