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Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences

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Title: Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences
Language: English
Authors: Sachiel Mondesir (ORCID 0000-0003-3431-7359), Jesse L. M. Wilkins (ORCID 0000-0001-9362-6309), Brett D. Jones (ORCID 0000-0003-4002-0084)
Source: International Journal of Education in Mathematics, Science and Technology. 2025 13(6):1527-1555.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Grade 9
Junior High Schools
Middle Schools
Grade 11
Grade 12
Descriptors: High School Students, Student Attitudes, Mathematics Instruction, Self Concept, Majors (Students), Gender Differences, Racial Differences, Student Interests, African American Students, White Students, Grade 9, Grade 11, Grade 12, Grade Point Average, College Attendance, Correlation, Higher Education
Assessment and Survey Identifiers: High School Longitudinal Study of 2009 (NCES)
ISSN: 2147-611X
Abstract: STEM (Science, Technology, Engineering, and Mathematics) careers remain in high demand, and the United States continues to compete globally to expand its STEM workforce while addressing persistent racial and gender disparities. This study employed structural equation modeling (SEM) with multigroup analyses to examine the relationships among high school students' perceptions of their math classes, their math identification, and their decision to pursue math-intensive STEM majors. The theoretical framework integrated the MUSIC Model of Motivation (eMpowerment, Usefulness, Success, Interest, Caring) and domain identification theory. Data were drawn from 23,503 participants in the nationally representative High School Longitudinal Study (HSLS: 2009-2013). Analyses focused on differences by gender and race, with particular emphasis on Black female students. Results indicated that students' perceptions of success and interest in their math classes were positively associated with math identification, which in turn was positively related to their decision to pursue a STEM major. No statistically significant differences were found between Black females and their peers (Black males, White females, and White males) in the strength of these relationships. Implications for educators and schools seeking to increase the participation of Black female students in STEM fields are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491134
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences
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  Data: <searchLink fieldCode="AR" term="%22Sachiel+Mondesir%22">Sachiel Mondesir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3431-7359">0000-0003-3431-7359</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jesse+L%2E+M%2E+Wilkins%22">Jesse L. M. Wilkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9362-6309">0000-0001-9362-6309</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brett+D%2E+Jones%22">Brett D. Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4002-0084">0000-0003-4002-0084</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2025 13(6):1527-1555.
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
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  Data: STEM (Science, Technology, Engineering, and Mathematics) careers remain in high demand, and the United States continues to compete globally to expand its STEM workforce while addressing persistent racial and gender disparities. This study employed structural equation modeling (SEM) with multigroup analyses to examine the relationships among high school students' perceptions of their math classes, their math identification, and their decision to pursue math-intensive STEM majors. The theoretical framework integrated the MUSIC Model of Motivation (eMpowerment, Usefulness, Success, Interest, Caring) and domain identification theory. Data were drawn from 23,503 participants in the nationally representative High School Longitudinal Study (HSLS: 2009-2013). Analyses focused on differences by gender and race, with particular emphasis on Black female students. Results indicated that students' perceptions of success and interest in their math classes were positively associated with math identification, which in turn was positively related to their decision to pursue a STEM major. No statistically significant differences were found between Black females and their peers (Black males, White females, and White males) in the strength of these relationships. Implications for educators and schools seeking to increase the participation of Black female students in STEM fields are discussed.
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  Data: EJ1491134
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    Languages:
      – Text: English
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        PageCount: 30
        StartPage: 1527
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Gender Differences
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      – SubjectFull: Racial Differences
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      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Grade 9
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      – SubjectFull: Grade 11
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      – SubjectFull: College Attendance
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      – SubjectFull: Correlation
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: High School Longitudinal Study of 2009 (NCES)
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      – TitleFull: Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences
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