Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
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| Title: | Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation |
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| Language: | English |
| Authors: | Svoboda, Ryan C., Rozek, Christopher S., Hyde, Janet S., Harackiewicz, Judith M., Destin, Mesmin |
| Source: | AERA Open. Jul-Sep 2016 2(3):2016. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2016 |
| Sponsoring Agency: | National Science Foundation (NSF) Institute of Education Sciences (ED) |
| Contract Number: | DRL0814750 R305B090009 144NL14 R305B140042 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Middle Schools Junior High Schools Higher Education Postsecondary Education |
| Descriptors: | Correlation, Educational Attainment, Parent Background, STEM Education, Expectation, Values, Theories, Student Motivation, High School Students, Socioeconomic Status, Longitudinal Studies, Mathematics Education, Science Education, Predictor Variables, Social Class, Fathers, Mothers, Middle School Students, College Students |
| Geographic Terms: | Wisconsin |
| ISSN: | 2332-8584 |
| Abstract: | High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students' and parents' future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students. [For the corresponding grantee submission, see ED578803.] |
| Abstractor: | As Provided |
| Number of References: | 53 |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | EJ1194373 |
| Database: | ERIC |
| Abstract: | High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students' and parents' future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students. [For the corresponding grantee submission, see ED578803.] |
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| ISSN: | 2332-8584 |
