TY - JOUR
T1 - STEM Pipeline
T2 - Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls
AU - Butler-Barnes, Sheretta T.
AU - Cheeks, Bridget
AU - Barnes, David L.
AU - Ibrahim, Habiba
N1 - Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
PY - 2021/12
Y1 - 2021/12
N2 - Racial/ethnic minority girls have a history of being underrepresented in STEM. Yet, there is a dearth of research that identifies the mathematics experiences that predict being on a STEM pipeline. Analyzing data from the Educational Longitudinal Study (ELS: 2002), we examined the relationship between mathematics attitudes, beliefs, and enrichment activities and being on a STEM pipeline among racial/ethnic minority girls. The findings indicated that for Black and Latinx girls, higher levels of mathematics self-efficacy beliefs were associated with being on a STEM pipeline. For American Indian/Alaska Native girls, endorsing a growth mindset was associated with being on a STEM pipeline. For Asian, Hawaii/Pacific Islander girls, mathematics enjoyment was associated with being on a STEM pipeline. Yet, endorsing higher levels of participation in mathematics enrichment activities and mathematics self-efficacy beliefs was associated with lower endorsements of being on a STEM pipeline for Black and American Indian/Alaska Native girls, respectively. Results build on previous work by highlighting important mathematics experiences that impact being on a STEM pipeline for racial/ethnic minority girls.
AB - Racial/ethnic minority girls have a history of being underrepresented in STEM. Yet, there is a dearth of research that identifies the mathematics experiences that predict being on a STEM pipeline. Analyzing data from the Educational Longitudinal Study (ELS: 2002), we examined the relationship between mathematics attitudes, beliefs, and enrichment activities and being on a STEM pipeline among racial/ethnic minority girls. The findings indicated that for Black and Latinx girls, higher levels of mathematics self-efficacy beliefs were associated with being on a STEM pipeline. For American Indian/Alaska Native girls, endorsing a growth mindset was associated with being on a STEM pipeline. For Asian, Hawaii/Pacific Islander girls, mathematics enjoyment was associated with being on a STEM pipeline. Yet, endorsing higher levels of participation in mathematics enrichment activities and mathematics self-efficacy beliefs was associated with lower endorsements of being on a STEM pipeline for Black and American Indian/Alaska Native girls, respectively. Results build on previous work by highlighting important mathematics experiences that impact being on a STEM pipeline for racial/ethnic minority girls.
KW - Mathematics
KW - Racial/ethnic minority girls
KW - STEM pipeline
UR - https://www.scopus.com/pages/publications/85122312399
U2 - 10.1007/s41979-021-00059-x
DO - 10.1007/s41979-021-00059-x
M3 - Article
AN - SCOPUS:85122312399
SN - 2520-8705
VL - 4
SP - 301
EP - 328
JO - Journal for STEM Education Research
JF - Journal for STEM Education Research
IS - 3
ER -