Expectancy Value Theory

   Math anxiety and achievement at the secondary level were found to be critical at specific educational transition points for girls, thereby influencing their course selection and potential career paths (Ma & Zu, 2004; Sorvo et al., 2022). Avoidance in math is attributed to perceived inadequacy and incompetence, as students with lower self-efficacy report feeling minimally engaged (Miller et al., 2021), and this perception directly correlates with STEM outcomes (Dang, 2015). A study by Wilson and Mack (2014), conducted from 2001 to 2013, found that negative attitudes towards mathematics had long-term effects, significantly influencing female enrollment in math classes, with participation rates dropping by more than 11%. Implicit math-gender stereotypes continue to be observed in elementary-level students and increase substantially at the secondary level, which predicts girls' achievement and desire to enroll in math courses (Steffens et al., 2010). Declining female enrollment in math classes creates a pipeline effect, in which they self-select out of STEM careers, reinforcing gender disparities in STEM fields (Luttenberger et al., 2018). 

   Data show that women are more likely to avoid STEM careers than men due to the math gender stereotype and societal expectations (Lauermann et al., 2017). Gender stereotypes heavily influence women's math performance, which in turn affects their desire to pursue STEM careers (Kiefer & Sekaquaptewa, 2007). As previously discussed, math self-efficacy is a key determinant of student engagement and overall academic achievement. Students with positive math experiences and higher self-efficacy are more likely to pursue STEM-related careers (Watt et al., 2019). Heyder et al. (2020) found that “female students’ fixed mindset in math was associated with not only a lower ability self-concept, but also with lower intrinsic motivation” (p. 183), thereby helping explain why females are less likely to pursue STEM careers.