Speaker
Description
Self-concept and sense of belonging in mathematics are well-established
predictors of mathematical performance, study choice motivation, and study reten-
tion, 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. Our talk presents
the theoretical foundation, design, and first 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. The first findings are being presented and discussed on how
such interventions may contribute to greater equity in mathematics participation.