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

Autor/inn/en	Kim, Young K.; Sax, Linda J.
Titel	The Effect of Positive Faculty Support on Mathematical Self-Concept for Male and Female Students in STEM Majors
Quelle	In: Research in Higher Education, 59 (2018) 8, S.1074-1104 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-018-9500-8
Schlagwörter	College Faculty; Teacher Influence; Self Concept; College Freshmen; College Seniors; Correlation; Gender Differences; STEM Education; Majors (Students); Mathematics + Suchen Sie Ihr Suchwort? Fakultät; Selbstkonzept; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Korrelation; Geschlechterkonflikt; STEM; Mathematik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01