Poster #16 - Can a Utility Value Intervention Improve Outcomes for Women in Math?

• In Event: 31.094 - MTCC Poster Session Six
  In Poster Session: 31.094-6 - Relation of Beliefs, Goals, Emotions, and Educational Interventions to Academic Outcomes

Abstract

Women earn the majority of bachelor’s degrees from American universities but are still underrepresented in many quantitative fields. This underrepresentation may stem from cultural stereotypes that have brought about gender differences in math self-efficacy and interest. We conducted a laboratory study (N = 242) that allowed us to explore whether writing about the usefulness, or utility value (UV), of mathematical content might help female students engage in math learning. We found that, relative to men, women benefitted from UV writing, as the writing manipulation narrowed gender gaps in interest, performance, and two measures of study behavior. We also found preliminary evidence that the effects of UV writing on performance may be mediated by more proximal effects on study behavior.

Authors

• Michael W. Asher, University of Wisconsin

• Cameron Hecht, University of Wisconsin - Madison

• Judith Harackiewicz, University of Wisconsin