Attitudes Toward Mathematics and STEM Major Choice: The Roles of Self-Efficacy, Identity, Interest, and Utility

• In Event: Personal and Social Factors in Mathematics Education

Abstract

The study employed nationally representative data from the High School Longitudinal Study of 2009 and structural equation modeling to examine the relationship between U.S. high school students’ educational experiences, attitudes towards mathematics, and STEM major choice. Four types of attitudes—mathematics self-efficacy, identity, interest, and utility—were considered. Of the four, mathematics identity and utility were found to be the most predictive of STEM major choice. The analysis also suggests that underrepresentation of females in STEM can be partially explained by differences in attitudes towards mathematics. The findings have potential implications for addressing concerns regarding the recruitment of a diverse and motivated population of young people into the U.S. STEM workforce.

Authors

• Dalton Marsh, California State University - San Bernardino

• Sheree Taisha Sharpe, University of New Hampshire