Abstract

Low enrollment and high attrition of women in science, technology, engineering, and mathematics (STEM) continues to be an issue for postsecondary institutions. Improvements in representation of women has been seen in some of the agricultural and biological sciences; however, in many of the more math intensive areas such as geosciences, engineering, mathematics/computer science, and physical sciences (GEMP), women continue to be underrepresented leading to underrepresentation in the workforce and further exacerbating gender gaps. Studies suggest the lack of representation is not due to a gap in math ability between men and women, yet underrepresentation remains predominantly within math intensive STEM areas, suggesting something like math self-efficacy (MSE) and math self-concept (MSC) may be impacting enrollment and retention. The research presented here investigates the link between enrollment in GEMP STEM and retention in STEM with the factors of MSE, MSC, and gender. Structural equation modeling (SEM) with Bayesian estimation is used incorporating additional factors from previous research. Study results indicated that MSE and male were both positive and significant indicators of enrollment in GEMP STEM and retention in STEM. MSC was not a significant indicator of retention in STEM but was shown to be significant for GEMP STEM enrollment; however, it was negatively associated with GEMP STEM when combined with MSE. Several program related factors were also shown to be significant indicators of GEMP STEM enrollment and STEM retention. This study highlights the importance of MSE and gender for enrollment and retention and should encourage future efforts towards improving MSE as a possible method of increasing representation of women in underrepresented areas of STEM.

Degree

PhD

College and Department

David O. McKay School of Education; Educational Inquiry, Measurement, and Evaluation

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2023-06-26

Document Type

Dissertation

Handle

http://hdl.lib.byu.edu/1877/etd12860

Keywords

STEM enrollment, STEM retention, math self-efficacy, math self-concept, gender, structural equation modeling

Language

english

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