SpringerLink
Log in

STEM Pipeline: Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls

  • Research Article
  • Published:
Journal for STEM Education Research Aims and scope Submit manuscript

Abstract

Racial/ethnic minority girls have a history of being underrepresented in STEM. Yet, there is a dearth of research that identifies the mathematics experiences that predict being on a STEM pipeline. Analyzing data from the Educational Longitudinal Study (ELS: 2002), we examined the relationship between mathematics attitudes, beliefs, and enrichment activities and being on a STEM pipeline among racial/ethnic minority girls. The findings indicated that for Black and Latinx girls, higher levels of mathematics self-efficacy beliefs were associated with being on a STEM pipeline. For American Indian/Alaska Native girls, endorsing a growth mindset was associated with being on a STEM pipeline. For Asian, Hawaii/Pacific Islander girls, mathematics enjoyment was associated with being on a STEM pipeline. Yet, endorsing higher levels of participation in mathematics enrichment activities and mathematics self-efficacy beliefs was associated with lower endorsements of being on a STEM pipeline for Black and American Indian/Alaska Native girls, respectively. Results build on previous work by highlighting important mathematics experiences that impact being on a STEM pipeline for racial/ethnic minority girls.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Germany)

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131–150. https://doi.org/10.1007/s10984-012-9122-6

    Article  Google Scholar 

  • Alva, S. A., & De Los Reyes, R. (1999). Psychosocial stress, internalized symptoms, and the academic achievement of Hispanic adolescents. Journal of Adolescent Research, 14(3), 343–358. https://doi.org/10.1177/0743558499143004

    Article  Google Scholar 

  • Aronson, J., & Steele, C. M. (2005). Stereotypes and the fragility of academic competence, motivation, and self-concept. In A. Elliot & C. S. Dweck (Eds.), The handbook of competence and motivation (pp. 436–456). Guilford Press.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

    Google Scholar 

  • Battey, D. (2013). Access to mathematics: “A possessive investment in whiteness.” Curriculum Inquiry, 43(3), 332–359. https://doi.org/10.1111/curi.12015

    Article  Google Scholar 

  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x

    Article  Google Scholar 

  • Blotnicky, K. A., Franz-Odendaal, T., French, F., et al. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. IJ STEM Ed, 5, 22. https://doi.org/10.1186/s40594-018-0118-3

    Article  Google Scholar 

  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382

    Article  Google Scholar 

  • Bohrnstedt, G., Kitmitto, S., Ogut, B., Sherman, D., and Chan, D. (2015). School Composition and the black–white achievement gap (NCES 2015–018). U.S. Department of Education, Washington, DC: National Center for Education Statistics. Retrieved September 24, 2015 from http://nces.ed.gov/pubsearch.

  • Bostwick, K. C., Collie, R. J., Martin, A. J., & Durksen, T. L. (2020). Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education, 94, 103100.

    Article  Google Scholar 

  • Bostwick, K. C., Martin, A. J., Collie, R. J., & Durksen, T. L. (2019). Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time. Contemporary Educational Psychology, 58, 213–227. https://doi.org/10.1016/j.cedpsych.2019.03.010

    Article  Google Scholar 

  • Bouchey, H. A., & Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology, 97(4), 673–686. https://doi.org/10.1037/0022-0663.97.4.673

    Article  Google Scholar 

  • Bradley, C. (1984). Issues in mathematics education for Native Americans and directions for research. Journal for Research in Mathematics Education, 96–106.

  • Brickhouse, N. W., & Potter, J. T. (2001). Young women’s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38(8), 965–980. https://doi.org/10.1002/tea.1041

    Article  Google Scholar 

  • Brown, C. S., & Leaper, C. (2010). Latina and European American girls’ experiences with academic sexism and their self-concepts in mathematics and science during adolescence. Sex Roles, 63(11), 860–870. https://doi.org/10.1007/s11199-010-9856-5

    Article  Google Scholar 

  • Bryan, M. (2004). An examination of Navajo Cultural Identity and its relationship to academic achievement. Unpublished Doctoral dissertation, Brigham Young University, Provo, UT.

  • Bullock, E. C. (2017). Only STEM can save us? Examining Race, Place, and STEM Education as Property. , Educational Studies, 53(6), 628–641. https://doi.org/10.1080/00131946.2017.1369082

    Article  Google Scholar 

  • Byrne, B. M., & Watkins, D. (2003). The issue of measurement invariance revisited. Journal of Cross-Cultural Psychology, 34(2), 155–175. https://doi.org/10.1177/0022022102250225

    Article  Google Scholar 

  • Campbell, S. L. (2012). For colored girls? Factors that influence teacher recommendations into advanced courses for black girls. The Review of Black Political Economy, 39(4), 389–402. https://doi.org/10.1007/s12114-012-9139-1

    Article  Google Scholar 

  • Carter Andrews, D. J., Brown, T., Castro, E., & Id-Deen, E. (2019). The impossibility of being “perfect and white”: Black girls’ racialized and gendered schooling experiences. American Educational Research Journal, 56(6), 2531–2572. https://doi.org/10.3102/0002831219849392

    Article  Google Scholar 

  • Cartledge, G., Tillman, L. C., & Johnson, C. T. (2001). Professional ethics within the context of student discipline and diversity. Teacher Education and Special Education, 24(1), 25–37.

    Article  Google Scholar 

  • Cheek, H. N. (1984). Increasing the participation of Native Americans in mathematics. Journal for Research in Mathematics Education, 107–113.

  • Cimpian, J. R., Kim, T. H., & McDermott, Z. T. (2020). Understanding persistent gender gaps in STEM. Science, 368(6497), 1317–1319.

    Article  Google Scholar 

  • Cogburn, C. D., Chavous, T. M., & Griffin, T. M. (2011). School-based racial and gender discrimination among African American adolescents: Exploring gender variation in frequency and implications for adjustment. Race and Social Problems, 3(1), 25–37. https://doi.org/10.1007/s12552-011-9040-8

    Article  Google Scholar 

  • Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64, 170–180.

    Article  Google Scholar 

  • Coll, C. G., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & García, H. V. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x

    Article  Google Scholar 

  • Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline (2010). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. Committee on science, engineering, and public policy; Policy and Global Affairs; National Academy of Sciences, National Academy of Engineering, and Institute of Medicine.

  • Corbett, C., Hill, C., & St Rose, A. (2008). Where the girls are: The facts about gender equity in education. American Association of University Women Educational Foundation. 1111 Sixteenth Street NW, Washington, DC 20036.

  • Crenshaw, K. (1991). Map** the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.

    Article  Google Scholar 

  • Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (Eds.). (1995). Critical race theory: The key writings that formed the movement. New Press.

    Google Scholar 

  • Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21–29. https://doi.org/10.1177/2372732214549471

    Article  Google Scholar 

  • Degol, J. L., Wang, M. T., Zhang, Y., et al. (2018). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. J Youth Adolescence, 47, 976–990. https://doi.org/10.1007/s10964-017-0739-8

    Article  Google Scholar 

  • Dooley, M., Payne, A., Steffler, M., & Wagner, J. (2017). Understanding the STEM path through high school and into university programs. Canadian Public Policy, 43(1), 1–16.

    Article  Google Scholar 

  • Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660. https://doi.org/10.1007/s10964-011-9647-5

    Article  Google Scholar 

  • Downs, P. A. (2005). A comparison of student and parent perceptions of academic efficacy, abilities and support: Their impact on Native American high school students’ academic achievement. Unpublished doctoral dissertation. Brigham Young University, Provo, UT

  • Dweck, C. S. (1986). Motivational processes affecting learning Special issue: Psychological science and education. American Psychologist, 41(10), 1040–1048.

    Article  Google Scholar 

  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256

    Article  Google Scholar 

  • Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press.

    Google Scholar 

  • Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

    Google Scholar 

  • Dweck, C. S. (2007). Is math a gift? Beliefs that put females at risk. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science? Top researchers debate the evidence (pp. 47–55). American Psychological Association.

    Chapter  Google Scholar 

  • Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choice. In J. Jacobs (Ed.), Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp. 145–208). University of Nebraska Press.

    Google Scholar 

  • Eccles, J. (2009). Who am i and what am i going to do with my life? Personal and Collective Identities as Motivators of Action. Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368

    Article  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs , values , and goals.

  • Ellis, J., Fosdick, B. K., & Rasmussen, C. (2016). Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: lack of mathematical confidence a potential culprit. PLoS ONE, 11(7), e0157447. https://doi.org/10.1371/journal.pone.0157447

    Article  Google Scholar 

  • Evans-Winters, V. (2014). Are black girls not gifted? Race, gender, and resilience. Interdisciplinary Journal of Teaching and Learning, 4(1), 22–30.

    Google Scholar 

  • Faircloth, S. C. (2009). Re-visioning the future of education for Native youth in rural schools and communities. Journal of Research in Rural Education, 24(9). Retrieved June 1, 2021 from http://jrre.psu.edu/articles/24-9.pdf

  • Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729–740. https://doi.org/10.1037/a0018863

    Article  Google Scholar 

  • Ford, D. Y., Harris, B. N., Byrd, J. A., & Walters, N. M. (2018). Blacked out and whited out: The double bind of gifted black females who are often a footnote in educational discourse. International Journal of Educational Reform, 27(3), 253–268. https://doi.org/10.1177/105678791802700302

    Article  Google Scholar 

  • Franco, M. S., & Patel, N. H. (2017). Exploring student engagement in STEM education: An examination of STEM schools, STEM programs, and traditional schools. Research in the Schools, 24(1), 10–30. Retrieved June 1, 2021 from http://libproxy.wustl.edu/login?url=https://www.proquest.com/scholarly-journals/exploring-student-engagement-stem-education/docview/1973741455/se-2?accountid=15159AQ8

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

    Article  Google Scholar 

  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics - A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514. https://doi.org/10.1007/BF03173468

    Article  Google Scholar 

  • Gholson, M. L. (2016). Clean corners and algebra: A critical examination of the constructed invisibility of black girls and women in mathematics. The Journal of Negro Education, 85(3), 290–301.

    Article  Google Scholar 

  • Gholson, M. L., & Martin, D. B. (2019). Blackgirl face: Racialized and gendered performativity in mathematical contexts. ZDM - Mathematics Education, 51(3), 391–404. https://doi.org/10.1007/s11858-019-01051-x

    Article  Google Scholar 

  • Gholson, M., & Martin, D. B. (2014). Smart girls, black girls, mean girls, and bullies: At the intersection of identities and the mediating role of young girls’ social network in mathematical communities of practice. Journal of Education, 194(1), 19–33. https://doi.org/10.1177/002205741419400105

    Article  Google Scholar 

  • Gholson, M. L., & Wilkes, C. E. (2017). (Mis) taken identities: Reclaiming identities of the “collective black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228–252. https://doi.org/10.3102/0091732X16686950

    Article  Google Scholar 

  • Goel, S. (2003). An invisible minority: Asian Americans in mathematics. Notices of the AMS, (March), 878–882.

  • Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9–33. https://doi.org/10.1016/j.cedpsych.2006.12.002

    Article  Google Scholar 

  • Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37–73. https://doi.org/10.2307/30034699

    Article  Google Scholar 

  • Gutstein, E., & Peterson, B. (Eds.) (2005). Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools.

  • Handwerk, P., Tognatta, N., Coley, R. J., & Gitomer, D. H. (2008). Access to success: Patterns of advanced placement participation in U.S. high schools. Retrieved from: www.ets.org/Media/Research/pdf/PIC-ACCESS.pdf

  • Heaverlo, C. A., Cooper, R., & Lannan, F. S. (2013). STEM development: Predictors for 6th -12th grade girls’ interest and confidence in science and math. Journal of Women and Minorities in Science and Engineering, 19(2), 121–142. https://doi.org/10.1615/JWomenMinorScienEng.2013006464

    Article  Google Scholar 

  • Heilbronner, N. N. (2011). Step** onto the STEM pathway: Factors affecting talented students’ declaration of STEM majors in college. Journal for the Education of the Gifted, 34(6), 876–899. https://doi.org/10.1177/0162353211425100

    Article  Google Scholar 

  • Hemphill, F. C., and Vanneman, A. (2010). Achievement gaps: How Hispanic and white students in public schools perform in mathematics and reading on the national assessment of educational progress (NCES 2011–459). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

  • Hill, C. L. (2003). Academic achievement and cultural identity in rural Navajo high school students. (Doctoral dissertation, Brigham Young University, 2004). Dissertation Abstracts International, 65-B, 463.

  • House, J. D. (2001). Predictive relationships between self-beliefs and mathematics achievement of American Indian/Alaska Native students. International Journal of Instructional Media, 28(3), 287.

    Google Scholar 

  • House, J. D. (2009). Mathematics beliefs and achievement of a national sample of Native American students: Results from the trends in international mathematics and science study (TIMSS) 2003 United States assessment. Psychological Reports, 104(2), 439–446.

    Article  Google Scholar 

  • Hwang, N., Reyes, M., & Eccles, J. S. (2016). Who holds a fixed mindset and whom does it harm in mathematics? Youth & Society, 51(2), 247–267. https://doi.org/10.1177/0044118X16670058

    Article  Google Scholar 

  • Ireland, D. T., Freeman, K. E., Winston-Proctor, C. E., DeLaine, K. D., McDonald Lowe, S., & Woodson, K. M. (2018). (Un)Hidden figures: A synthesis of research examining the intersectional experiences of black women and girls in STEM education. Review of Research in Education., 42(1), 226–254. https://doi.org/10.3102/0091732X18759072

    Article  Google Scholar 

  • Jacobs, J., Davis-Kean, P., Bleeker, M., Eccles, J., & Malanchuk, O. (2005). “I can, but I don’t want to”: The impact of parents, interests, and activities on gender differences in math. In A. Gallagher & J. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 73–98). Cambridge University Press.

    Google Scholar 

  • Johnson, D. R. (2011). Women of color in science, technology, engineering, and mathematics (STEM). New Directions for Institutional Research, 2011(152), 75–85.

    Article  Google Scholar 

  • Joseph, N. M., & Alston, N.V. (2018). We fear no number: Humanizing mathematics teaching and learning for Black girls. In R. Gutierrez & I. Goffney (Eds.), Annual perspectives in mathematics 2018: Rehumanizing mathematics for Black, Indigenous, and Latinx students (pp. 51–62). Reston, VA: National Council of Teachers of Mathematics.

  • Joseph, N. M., Viesca, K. M., & Bianco, M. (2016). Black female adolescents and racism in schools: Experiences in a colorblind society. The High School Journal, 100(1), 4–25.

    Article  Google Scholar 

  • Kaakua, J. K. (2014). Self-efficacy beliefs and intentions to persist of native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors (Doctoral dissertation, University of Southern California).

  • Kant, J., Burckhard, S. & Meyers, R. (2018). Engaging high school girls in Native American culturally responsive STEAM activities. Journal of STEM Education, 18(5),. Laboratory for innovative technology in engineering education (LITEE). Retrieved April 10, 2021 from https://www.learntechlib.org/p/182466/.

  • Kao, G. (1995). Asian Americans as model minorities? A look at their academic performance. American Journal of Education, 103(2), 121–159. https://doi.org/10.1086/444094

    Article  Google Scholar 

  • Keys, T. D., Conley, A. M. M., Duncan, G. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37(1), 47–54. https://doi.org/10.1016/j.cedpsych.2011.09.002

    Article  Google Scholar 

  • Kim, C. M., & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173–192. https://doi.org/10.1007/s11251-011-9165-6

    Article  Google Scholar 

  • Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22(2), 310–339.

    Article  Google Scholar 

  • Koch, M., Lundh, P., & Harris, C. J. (2019). Investigating STEM support and persistence among urban teenage African American and Latina girls across settings. Urban Education, 54(2), 243–273. https://doi.org/10.1177/0042085915618708

    Article  Google Scholar 

  • Kolluri, S. (2018). Advanced placement: The dual challenge of equal access and effectiveness. Review of Educational Research, 88(5), 671–711. https://doi.org/10.3102/0034654318787268

    Article  Google Scholar 

  • Kung, H. Y. (2009). Perception or confidence? Self-concept, self-efficacy and achievement in mathematics: A longitudinal study. Policy Futures in Education, 7(4), 387–398. https://doi.org/10.2304/pfie.2009.7.4.387

    Article  Google Scholar 

  • Kurtz-Costes, A. B., Rowley, S. J., Harris-britt, A., Taniesha, A., Kurtz-Costes, B., Carolina, N., & Hill, C. (2016). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence published by : Wayne State University Press Stable URL : http://www.jstor.org/stable/23096251 Accessed : 13–04–2016 22 : 55 UTC Your u. 54(3), 386–409.

  • Kwon, H., Vela, K., Williams, A., & Barroso, L. (2019). Mathematics and science self-efficacy and STEM careers: A path analysis. Journal of Mathematics Education, 12(1), 66–81. https://doi.org/10.26711/007577152790039

  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

    Article  Google Scholar 

  • Ladson-Billings, G. (2000). Culturally relevant pedagogy in African-centered schools: Possibilities for progressive educational reform. African-centered schooling in theory and practice, 187–198.

  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751

    Article  Google Scholar 

  • Lee, O. (1997). Diversity and equity for Asian American students in science education. Science Education, 81(1), 107–122. https://doi.org/10.1002/(SICI)1098-237X(199701)81:1%3c107::AID-SCE6%3e3.0.CO;2-M

    Article  Google Scholar 

  • Leslie, L. L., McClure, G. T., & Oaxaca, R. L. (1998). Women and minorities in science and engineering: A life sequence analysis. The Journal of Higher Education, 69(3), 239–276.

    Google Scholar 

  • Levpušček, M. P., Zupančič, M., & Sočan, G. (2013). Predicting achievement in mathematics in adolescent students: The role of individual and social factors. Journal of Early Adolescence, 33(4), 523–551. https://doi.org/10.1177/0272431612450949

    Article  Google Scholar 

  • Lim, J. H. (2008). The road not taken: Two African-American girls’ experiences with school mathematics. Race Ethnicity and Education, 11(3), 303–317. https://doi.org/10.1080/13613320802291181

    Article  Google Scholar 

  • Lipka, J., & Adams, B. (2004). Appalachian collaborative center for learning, assessment and instruction in mathematics culturally based math education as a way to improve Alaska native students ’ math performance Jerry Lipka University of Alaska Fairbanks Barbara Adams University of. Science and Technology, 20, 1–52.

    Google Scholar 

  • Liu, X., & Koirala, H. (2009). The effect of mathematics self-efficacy on mathematics achievement of high school students. Retrieved 5/15/2021 from NERA Conference Proceedings 2009. 30. https://opencommons.uconn.edu/nera_2009/30

  • Logan, J. R., Minca, E., & Adar, S. (2012). The geography of inequality: Why separate means unequal in American public schools. Sociology of Education, 85(3), 287–301. https://doi.org/10.1177/0038040711431588

    Article  Google Scholar 

  • Logan, J. R., & Burdick-Will, J. (2017). School segregation and disparities in urban, suburban, and rural areas. The ANNALS of the American Academy of Political and Social Science, 674(1), 199–216. https://doi.org/10.1177/0002716217733936

    Article  Google Scholar 

  • Maltese A. V., & Cooper C. S. (2017). STEM pathways: Do men and women differ in why they enter and exit? AERA Open. 3(3), doi:https://doi.org/10.1177/2332858417727276

  • Maltese, A. V., Melki, C. S., & Wiebke, H. L. (2014). The nature of experiences responsible for the generation and maintenance of interest in STEM. Science Education, 98(6), 937–962.

    Article  Google Scholar 

  • Martin, D. B. (2006). Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197–229.

    Article  Google Scholar 

  • Mau, R. Y. (1990). Barriers to higher education for Asian/Pacific-American females. The Urban Review, 22(3), 183–197. https://doi.org/10.1007/BF01109023

    Article  Google Scholar 

  • Mau, W. C. (1997). Parental influences on the high school students’ academic achievement: A comparison of Asian immigrants, Asian Americans, and White Americans. Psychology in the Schools, 34(3), 267–277. https://doi.org/10.1002/(SICI)1520-6807(199707)34:3%3c267::AID-PITS9%3e3.0.CO;2-L

    Article  Google Scholar 

  • McGee, E., & Spencer, M. B. (2015). Black parents as advocates, motivators, and teachers of mathematics. The Journal of Negro Education, 84(3), 473–490.

    Article  Google Scholar 

  • Meece, J. L., & Scantlebury, K. A. T. H. R. Y. N. (2006). Gender and schooling: Progress and persistent barriers. Handbook of girls’ and women’s psychological health, 283–291.

  • Miller, K., Sonnert, G., Sadler, P. (2017) The influence of students’ participation in STEM competitions on their interest in STEM careers. International Journal of Science Education, Part B 1-20 https://doi.org/10.1080/21548455.2017.1397298

  • Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics (pp. 139–171). Chestnut Hill, MA: TIMSS & PIRLS International Study Center.

  • Nasir, N. I. S., & Vakil, S. (2017). STEM-focused academies in urban schools: Tensions and possibilities. Journal of the Learning Sciences, 26(3), 376–406. https://doi.org/10.1080/10508406.2017.1314215

    Article  Google Scholar 

  • National Science Foundation, Division of Science Resources Statistics, 2009, Women, minorities, and persons with disabilities in science and engineering: 2009 (NSF 09–305) (Arlington, VA), Table C-14.

  • National Women’s Law Center. (2014). Unlocking opportunity for African American Girls: A call to action for educational equity. Retrieved January, 15, 2020 at https://nwlc.org/resources/unlocking-opportunity-african-american-girls-%20call%20action-educational-equity/.

  • Neal-Jackson, A. (2018). A meta-ethnographic review of the experiences of African American girls and young women in K–12 education. Review of Educational Research, 88(4), 508–546. https://doi.org/10.3102/0034654318760785

    Article  Google Scholar 

  • Nix, S., Perez-Felkner, L., & Thomas, K. (2015). Perceived mathematical ability under challenge: A longitudinal perspective on sex segregation among STEM degree fields. Front. Psychol., 6, 530. https://doi.org/10.3389/fpsyg.2015.00530

    Article  Google Scholar 

  • O’brien, V., Kopala, M., & Martinez-Pons, M. (1999). Mathematics self-efficacy, ethnic identity, gender, and career interests related to mathematics and science. Journal of Educational Research, 92(4), 231–235. https://doi.org/10.1080/00220679909597600

    Article  Google Scholar 

  • Onyeka-Crawford, A., Patrick, K., & Chaudhry, N. (2017). Let her learn: Stop** school pushout for racial/ethnic minority girls. National Women’s Law Center. Retrieved April 1, 2020 from online: https://nwlc.org/wp-content/uploads/2017/04/final_nwlc_Gates_GirlsofColor.pdf

  • Orfield, G., & Lee, C. (2005). Why segregation matters: Poverty and educational inequality. Civil Rights Project., Harvard University.

    Google Scholar 

  • Palardy, G. J. (2013). High school socioeconomic segregation and student attainment. American Educational Research Journal, 50(4), 714–754. https://doi.org/10.3102/0002831213481240

    Article  Google Scholar 

  • Pang, V. O., Han, P. P., & Pang, J. M. (2011). Asian American and pacific islander students: Equity and the achievement gap. Educational Researcher, 40(8), 378–389. https://doi.org/10.3102/0013189X11424222

    Article  Google Scholar 

  • Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, S. A. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48. https://doi.org/10.1080/01443410.2013.797339

    Article  Google Scholar 

  • Patrick, K., Rose Socol, A., & Morgan, I. (2020). Inequities in advanced coursework.

  • Patterson-Silver Wolf, D. A., & Butler-Barnes, S. T. (2017). Impact of the academic-social context on American Indian/Alaska Native students’ academic performance. Journal on Race, Inequality, and Social Mobility in America: 1: Iss. 1 , Article 3. DOI: https://doi.org/10.7936/K7XW4H60

  • Putwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73–81. https://doi.org/10.1016/j.learninstruc.2017.08.004

    Article  Google Scholar 

  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Positive emotions in education. In E. Frydenberg (Ed.), Beyond co**: Meeting goals, visions, and challenges (pp. 149–174). Elsevier.

    Chapter  Google Scholar 

  • Perez-Felkner, L., Nix, S., & Thomas, K. (2017). Gendered pathways: How mathematics ability beliefs shape secondary and postsecondary course and degree field choices. Front. Psychol., 8, 386. https://doi.org/10.3389/fpsyg.2017.00386

    Article  Google Scholar 

  • Riegle-Crumb, C., & King, B. (2010). Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity. Educational Researcher, 39(9), 656–664. https://doi.org/10.3102/0013189X10391657

    Article  Google Scholar 

  • Reyna, C. (2000). Lazy, dumb, or industrious: When stereotypes convey attribution information in the classroom. Educational Psychology Review, 12(1), 85–110. https://doi.org/10.1023/A:1009037101170

    Article  Google Scholar 

  • Riconscente, M. M. (2014). Effects of perceived teacher practices on Latino high school students’ interest, self-efficacy, and achievement in mathematics. The Journal of Experimental Education, 82(1), 51–73. https://doi.org/10.1080/00220973.2013.813358

    Article  Google Scholar 

  • Rito, G. R., & Moller, B. W. (1989). Teaching enrichment activities for minorities: TEAM for success. The Journal of Negro Education, 58(2), 212–219. https://www.jstor.org/stable/2295594

  • Schenke, K., Lam, A. C., Conley, A. M. M., & Karabenick, S. A. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133–146. https://doi.org/10.1016/j.cedpsych.2015.01.003

    Article  Google Scholar 

  • Schnell, S., & Prediger, S. (2017). mathematics enrichment for all – noticing and enhancing mathematical potentials of underprivileged students as an issue of equity. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 143–165. https://doi.org/10.12973/eurasia.2017.00609a

    Article  Google Scholar 

  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 16–32). Academic Press.

    Google Scholar 

  • Shukla, A. (2019). On teaching mathematics to gifted students: Some enrichment ideas and educational activities. ar**v preprint ar**v:1911.1072.

  • Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70–83. https://doi.org/10.1037/0012-1649.42.1.70

    Article  Google Scholar 

  • Smith-Evans, L., George, J., Graves, F. G., Kaufmann, L. S., & Frohlich, L. (2014). Unlocking opportunity for African American girls: A call to action for educational equity. Washington, DC: National Women’s Law Center. Retrieved March, 10, 2015.

  • Steegh, A. M., Höffler, T. N., Keller, M. M., & Parchmann, I. (2019). Gender differences in mathematics and science competitions: A systematic review. Journal of Research in Science Teaching, 56(10), 1431–1460. https://doi.org/10.1002/tea.21580

    Article  Google Scholar 

  • Subotnik, R. F., Tai, R. H., Rickoff, R., & Almarode, J. (2009). Specialized Public High Schools of science, mathematics, and technology and the STEM pipeline: What do we know now and what will we know in 5 years? Roeper Review, 32(1), 7–16. https://doi.org/10.1080/02783190903386553

    Article  Google Scholar 

  • Talley, K. G., & Martinez Ortiz, A. (2017). Women’s interest development and motivations to persist as college students in STEM: A mixed methods analysis of views and voices from a Hispanic-Serving Institution. IJ STEM Ed, 4, 5. https://doi.org/10.1186/s40594-017-0059-2

    Article  Google Scholar 

  • Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779–807. https://doi.org/10.1080/01443410.2011.608524

    Article  Google Scholar 

  • U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990–2013 Mathematics and Reading Assessments.

  • U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), First follow-up and high school transcript study public-use file. See HSLS:09 2013 update and high school transcript study: A first look at fall 2009 ninth-graders in 2013.

  • U.S. Department of Education, National Center for Education Statistics. (2014). The condition of education 2014 (NCES 2014–083), International Assessments.

  • U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1994, 1996, 1999, 2004, 2008, and 2012 Long-Term Trend Mathematics Assessments.

  • U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2019 Mathematics Assessment.

  • Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877–902. https://doi.org/10.1037/edu0000324

    Article  Google Scholar 

  • Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111–133.

    Article  Google Scholar 

  • Vilorio, D. (2014). STEM 101: Intro to Tomorrow’s Jobs. Bureau of Labor Statistics - U.S. Department of Labor. Retrieved June 1, 2020 from www.bls.org/ooq

  • Watts, T.W., Duncan, G.J., Chen, M., Claessens, A., Davis-Kean, P.E., Duckworth, K. … Susperreguy, M.I. (2015) The role of mediators in the development of longitudinal mathematics achievement associations. Child Development 86 (6) 1892-1907. https://doi.org/10.1111/cdev.12416

  • Weeden, K. A., Gelbgiser, D., & Morgan, S. L. (2020). Pipeline dreams: Occupational plans and gender differences in STEM major persistence and completion. Sociology of Education, 93(4), 297–314. https://doi.org/10.1177/0038040720928484

    Article  Google Scholar 

  • Yan, W., & Lin, Q. (2005). Parent involvement and mathematics achievement: Contrast across racial and ethnic groups. Journal of Educational Research, 99(2), 116–127. https://doi.org/10.3200/JOER.99.2.116

    Article  Google Scholar 

  • Yamauchi, L. A., & Greene, W. L. (1997). Culture, gender, and the development of perceived academic self-efficacy among Hawaiian adolescents.

  • Yamauchi, L. A., & Tharp, R. G. (1995). Culturally compatible conversations in Native American classrooms. Linguistics and Education, 7(4), 349–367. https://doi.org/10.1016/0898-5898(95)90009-8

    Article  Google Scholar 

  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805

    Article  Google Scholar 

  • Young, J. L., Young, J. R., & Capraro, M. M. (2017). Black Girls’ achievement in middle grades mathematics: How can socializing agents help? The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(3), 70–76. https://doi.org/10.1080/00098655.2016.1270657

    Article  Google Scholar 

  • Zaragoza-Petty, A. L., & Zarate, M. E. (2014). College access factors of urban Latina girls: The role of math ability perceptions. Journal of Urban Learning, Teaching, and Research, 10, 64–72.

    Google Scholar 

Download references

Funding

This research was funded by the National Science Foundation (NSF), grant number 1833161.

Author information

Authors and Affiliations

  1. Washington University in St. Louis, St. Louis, MO, USA

    Sheretta T. Butler-Barnes & David L. Barnes

  2. University of North Carolina at Greensboro, Greensboro, NC, USA

    Bridget Cheeks

  3. Saint Louis University, St. Louis, MO, USA

    Habiba Ibrahim

Authors
  1. Sheretta T. Butler-Barnes
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bridget Cheeks
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. David L. Barnes
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Habiba Ibrahim
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sheretta T. Butler-Barnes.

Ethics declarations

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Butler-Barnes, S.T., Cheeks, B., Barnes, D.L. et al. STEM Pipeline: Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls. Journal for STEM Educ Res 4, 301–328 (2021). https://doi.org/10.1007/s41979-021-00059-x

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41979-021-00059-x

Keywords

Search

Navigation