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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
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
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Svoboda%2C+Ryan+C%2E%22">Svoboda, Ryan C.</searchLink><br /><searchLink fieldCode="AR" term="%22Rozek%2C+Christopher+S%2E%22">Rozek, Christopher S.</searchLink><br /><searchLink fieldCode="AR" term="%22Hyde%2C+Janet+S%2E%22">Hyde, Janet S.</searchLink><br /><searchLink fieldCode="AR" term="%22Harackiewicz%2C+Judith+M%2E%22">Harackiewicz, Judith M.</searchLink><br /><searchLink fieldCode="AR" term="%22Destin%2C+Mesmin%22">Destin, Mesmin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. Jul-Sep 2016 2(3):2016.
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  Label: Availability
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)<br />Institute of Education Sciences (ED)
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  Data: DRL0814750<br />R305B090009<br />144NL14<br />R305B140042
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Fathers%22">Fathers</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 53
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1194373
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1194373
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 2016
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Parent Background
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Values
        Type: general
      – SubjectFull: Theories
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Social Class
        Type: general
      – SubjectFull: Fathers
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Wisconsin
        Type: general
    Titles:
      – TitleFull: Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
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            NameFull: Hyde, Janet S.
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            NameFull: Harackiewicz, Judith M.
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            NameFull: Destin, Mesmin
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              Y: 2016
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