Addressing Gendered Math Confidence During Primary School Years: Intervention Efforts Targeting Beliefs about Math Ability

• In Event: Bridging Equity Gaps in STEM: Insights from the Upcoming Handbook on Gender and STEM

Abstract

Objectives
This chapter discusses the gender gap in math confidence that emerges early in primary school and its contributing factors, focusing on students’ beliefs about math ability and parental influences. It aims to offer examples of the practical application of theories and research to enhance both girls’ and boys’ confidence in mathematics during primary school, introducing recent intervention designed for 3rd and 4th graders and their parents in Korea.

Theoretical Framework
Female students have consistently shown lower competence beliefs in mathematics than male students (e.g., Else-Quest et al., 2010; Rubach et al., 2022), which serves as a significant barrier to their pursuit of STEM careers (Bandura et al., 2001; Levine & Pantoja, 2021). The gendered development of math competence beliefs has been attributed to various sociocultural factors. Grounded in situated expectancy-value theory (Eccles & Wigfield, 2020), this chapter focuses on two interconnected beliefs about math ability that influence students’ interpretations of their math experiences, ability mindsets (e.g., Dweck, 2002) and gender stereotypes (e.g., Cvencek et al., 2011), as two contributing factors to the gendered math competence beliefs, along with social influences on these beliefs (e.g., Levine & Pantoja, 2021).

Methods and Evidence
We review research findings on the development of mathematics competence beliefs among girls and boys during primary school years and elaborate on the role of ability mindsets and gender stereotypes, their development, and social influences on these beliefs. The chapter highlights recently published intervention studies aimed at shifting these two beliefs about math ability to improve children’s confidence in math (Authors, 2021, 2022, 2025) as examples of possible interventions. The featured studies include a student-directed intervention, delivered through classroom lessons during regular school hours (Authors, 2021, 2022), and a parent-directed intervention, implemented through letters sent to parents (Authors, 2022, 2025). The effects of all interventions were evaluated using a cluster-randomized experimental design.

Conclusions
Research shows that during primary school years, children’s math competence beliefs decline significantly, become more stable, increasingly reflect parent and teacher evaluations, and exert a growing influence on subsequent math achievement over time and gender differences in these beliefs favoring boys emerge during this critical period (e.g., Herbert & Stipek, 2005; Levine & Pantoja, 2021; Weidinger et al., 2018; Wigfield et al., 1997). At around ages 10–12, many children begin to view ability as a more fixed trait (i.e., fixed mindset; Dweck, 2002) and many girls, in particular, show a pronounced increase in gender stereotypes in STEM ability (Miller et al., 2024). Parents serve as key socializers who influence children’s ability mindsets and gender stereotypes (e.g., Levine & Pantoja, 2021). Interventions that address these beliefs and that actively involve parents can help strengthen math confidence for both girls and boys.

Significance
To address the gender imbalance in STEM fields (Schmader, 2023), understanding the gendered development of mathematics competence beliefs and their antecedents is crucial. Our chapter provides an overview of relevant research findings and introduces a theory-informed intervention approach, offering practical insights into strategies to foster confidence in mathematics for both girls and boys.

Authors

• Hyun Ji Lee, Hunter College, The City University of New York

• Mimi Bong, Korea University