MATHEMATICAL SELF-CONCEPT - HOW COLLEGE REINFORCES THE GENDER-GAP

Research in the past decade suggests that persistent gender gaps in ma th achievement may be rooted in gender differences in math self-concep t. Yet, limited research exists on how students' math self-concept dev elops, and whether this differs between men and women. Using a sample of 8,997 women and 6,053 men, this study examines the factors associat ed with the development of women's and men's mathematical self-concept during college. Findings reveal a number of student background charac teristics and college environments and experiences that contribute to an overall decline in math self-concept during college, and show how c ollege reinforces the gender gap in math confidence. Additionally, in an attempt to answer the perennial question of whether it is ''better to be a big frog in a small pond or a small frog in a big pond,'' the study pays special attention to the relationship between institutional selectivity and math self-concept. Although institutional selectivity is correlated with declines in math self-concept, results show that s pecific aspects of selective environments, rather than selectivity its elf, are more important predictors of math self-concept.