Liberia faces many challenges in its rebuilding process, including building a pipeline of reliable and productive human capital. Though science, technology, engineering, and math (STEM) careers have gained global popularity, the underrepresentation of women in STEM careers is a concerning trend that requires a data-driven explanation and prompt attention. To promote sustainable development and poverty reduction in Liberia, it is crucial to involve girls and women in STEM education. While various factors contribute to the underrepresentation of women in STEM, the purpose of this study was to analyze the relationship between female students' math selfefficacy and the decision to pursue a STEM major at university. The study took place at the University of Liberia in West Africa. The results showed a difference in math self-efficacy between female first-year students in STEM majors and female first-year students pursuing non-STEM majors. No correlation was found between female first-year students' Liberia Senior High School Certificate Examination math scores and the choice of major, whether STEM or non-STEM. There was also no association between students passing or failing their Liberia Senior High School Certificate Examination (Math) and the decision to pursue a STEM or non-STEM major at the university. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]