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

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.