Differential Effects of Math Attitudes and Self-Efficacy on STEM Outcomes

• In Event: Roundtable Session 51
  In Roundtable Session: Issues in Postsecondary Education: What We Can Learn From National Databases

Abstract

Using a nationally representative sample (N=3,490) of 10th grade students from the Education Longitudinal Study (ELS:2002), this study investigates the relationship of native and non-native English speakers’ math attitudes and self-efficacy with their 12th grade math achievement, attaining a degree in science, technology, engineering, or mathematics (STEM), and attaining a STEM career. Results indicate there are six latent classes of math attitudes and self-efficacy for native English speakers and four latent classes for non-native English speakers. In addition, the paths from 12th grade math achievement to STEM degree to STEM career vary for each of the latent classes. This study has implications for researchers who are developing interventions aimed at addressing issues that hinder non-native English speaking students’ STEM outcomes.

Authors

• Myley Dang, Mathematica Policy Research, Inc

• Karen L. Nylund-Gibson, University of California - Santa Barbara

• Mary E. Brenner, University of California - Santa Barbara