Teaching strategies and teachers/tutors have an effect on student confidence, motivation, self-efficacy, attitudes, and performance. The first link (teaching m

Teaching strategies and teachers/tutors have an effect on student confidence, motivation, self-efficacy, attitudes, and performance. The first link (teaching math in the context of engineering) increases the confidence of female students (along with many other benefits): https://www.aacu.org/sites/default/files/files/tides/Klingbeil.pdf https://www.aacu.org/sites/default/files/files/tides/Klingbe... Peer instruction narrows the gender gap http://mazur.harvard.edu/research/detailspage.php?rowid=9 http://mazur.harvard.edu/research/detailspage.php?rowid=9 Inquiry based learning in math helps female students http://www.colorado.edu/eer/research/steminquiry.html http://www.colorado.edu/eer/research/steminquiry.html and so on confidence (and related concepts like self-efficacy and sense of belonging) can be taught directly or positively influenced indirectly. See for example interventions that teach 'growth mindset' in math: http://www.aauw.org/2011/05/26/growth-mindsets-and-stem/ http://www.aauw.org/2011/05/26/growth-mindsets-and-stem/ This video explains growth mindset the best: https://www.youtube.com/watch?v=pN34FNbOKXc https://www.youtube.com/watch?v=pN34FNbOKXc And Jo Boaler has written a great deal on how growth mindset can improve girls' performance in math classes: http://wordplay.blogs.nytimes.com/2016/04/18/boaler-math-mindset/ http://wordplay.blogs.nytimes.com/2016/04/18/boaler-math-min...