As the global population increases to approximately 8.3 billion people, the United States National Intelligence Council (2012) predicts a 35% worldwide increase in demand for food, 40% increase in demand for water, and a 50% increase in demand for energy. Thus, educating and cultivating a workforce that can identify ways to meet these demands will be paramount; the U.S. Bureau of Labor Statistics’ predicts that science, technology, engineering, and mathematics (STEM) jobs will be among the fastest growing fields. However, STEM fields continue to struggle to attract and retain men from historically underrepresented groups and women (NSF, 2017). The underrepresentation of women, Blacks, and Latinxs become even more pressing as demographic models of the US predict a future population that is majority-minority (Landivar, 2013; Ortman, & Guarneri, 2009). Therefore, identifying ways to make STEM accessible to all, and increase representation in STEM-related careers is vital to addressing future global needs (NSF, 2013; Committee on Underrepresented, 2010). Previous work has shown that mathematical identity and science self-efficacy are factors in choosing STEM disciplines (Boaler & Greeno, 2000; Chemers, Zurbriggen, Syed, Goza, & Bearman, 2011). Our presentation will explore how mathematical identity and science self-efficacy interact with each other and differ by sex and race. We draw on literature and a multiple regression analysis to examine the complex interplay between these constructs and reflect on how our results may impact both current and future practitioners.
Talisa J. Jackson, George Mason University, United States
Joanna G. Jauchen, George Mason University, United States
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