#HeyMathGirl!

Designing an intervention to promote female students' mathematical affect

Abstract

Affective variables such as self-concept and sense of belonging are well-established predictors of study choice motivation and study retention, particularly in STEM disciplines. Yet, pronounced gender disparities remain: female students consistently report lower levels of mathematical self-concept and a reduced sense of belonging in mathematics. These differences are associated with the underrepresentation of women in mathematics-related fields. This paper presents the theoretical foundation, design, and preliminary findings of an intervention targeting female students’ mathematical self-concept and sense of belonging. Building on positive psychology approaches, the intervention includes a modified "Three Good Things" reflection exercise as well as brief video-based role model encounters with female mathematicians. Preliminary findings for n=12 preservice mathematics teachers suggest a relevant effect of the intervention. We discuss how affect-oriented interventions can contribute to greater equity in mathematics participation.