Factors Predicting Mathematics and Science Motivation Among Minority Female High School Students

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Abstract

Minority female high school students are less likely to pursue college STEM programs. Secondary data analysis of the High School Longitudinal Study of 2009 public use dataset was performed to examine factors that influence minority female high school students’ motivation in mathematics and science. High school female students belonging to minority groups showed a statistically significant positive correlation between their motivation toward mathematics & science and factors such as math & science teachers’ ability to make the subject easy to understand, participation in math & science competitions, and encouragement from parents and teachers to take math & science courses. The study's findings can support efforts to increase diversity in the STEM workforce.

Authors

• Itauma Itauma, Northwood University

• Eugene Komaroff, Keiser University

• Ashlee Robertson, Keiser University

• Jessica A. Fuda Daddio, Walden University