Date of Award

1-2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Randy Busse

Second Advisor

Kelly Kennedy

Third Advisor

Michelle Cleary

Abstract

The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female eleventh-grade participants randomly selected from 944 public and private high schools during the fall 2009 academic year. The results of a hierarchical multiple regression indicated that mathematics identity was the strongest predictor of STEM achievement for female high school students, regardless of race. In spite of this significant relationship, STEM achievement outcomes are impacted by numerous factors. Further explorations of these factors are needed to provide a more accurate model to predict female high school student achievement in STEM.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.