Why So Anxious? Math Insecurity in an Era of Universal Testing and STEM Valorization

• In Event: Gender and Racial Inequality in STEM

Abstract

Various indicators suggest that math induces anxiety at a much higher rate compared to other subjects. But theory explaining math’s disproportionate influence on emotions is lacking. We hypothesize that math is a powerful engine of anxiety because 1) the public interprets math proficiency as indicative of a student’s “transferable” worth (e.g., future earning potential, intelligence), and 2) students generally undergo far more testing in math compared to other valorized subjects. This perfect storm, we argue, gives math an outsized opportunity to deeply shape identities and undermine self-worth. Nationally representative survey data confirm that while the public views multiple STEM fields as having transferable value, math is unique in terms of the proportion it leaves feeling unskilled and insecure.

Authors

• Freda B. Lynn, The University of Iowa

• Lindsay Jarratt, The University of Iowa

• Erik Westlund, The University of Iowa

• Elizabeth Felix, The University of Iowa