Gender role beliefs (i.e., beliefs about gender-specific responsibilities) predict one’s educational and occupational aspirations and choices ( Eccles et al., 1983 ; Schoon and Parsons, 2002 ). Focusing on STEM careers, we aim to examine the extent to which traditional work/family related gender role beliefs (TGRB) in adolescence predict within and across gender differences in subsequent educational and STEM occupational attainment in adulthood. Using longitudinal data from the Michigan Study of Adolescent and Adult Life Transitions ( N = 744; 58% female), participants’ educational attainment and their occupations were assessed at age 42. Their occupations were then categorized into three categories: traditional STEM-related careers in the physical sciences, mathematics, engineering, and technology (PMET); life sciences (e.g., health sciences, LS); and non-STEM. For females, TGRB at age 16/18 significantly predicted lower educational attainment as well as a lower likelihood to be in PMET-related occupations in comparison to non-STEM occupations – controlling for their own educational attainment. TGRB also predicted a higher likelihood to be in LS-related in comparison to PMET-related occupations. No significant associations were found for males. However, patterns of findings for males were similar to those of females. TGRB also mediated across gender differences in educational and PMET-related occupational attainment. Findings reveal TGRB to be one underlying psychological factor influencing gender disparity in educational and STEM occupational attainment.

Scholars point to motivation as a viable explanation for these racial-ethnic disparities (Fuligni, Hughes, & Way, 2009). Motivated students invest more time in educational tasks, expend greater effort, ask for help, and persist in the face of difficulty (Eccles, Wigfield, & Schiefele, 1998; Wang, Eccles, & Kenny, 2013). Over time, this culminates in improved skills and performance as well as increased and advanced course taking (Wigfield & Cambria, 2010; Wigfield, Tonks, & Klauda, 2009). Much of what is empirically understood about the positive associations between mathematics-related beliefs and achievement outcomes holds with White and African American youth but has seldom explored these relations within other ethnic-minority populations,

This study utilized growth curves and change models to understand the impact of student perceptions of teacher caring on the development of math motivation for an ethnically and linguistically diverse sample of adolescents in middle school (N = 1,926) and high school (N = 1,531). Using an expectancy-value framework, growth curves revealed declining math motivation for both middle school and high school cohorts. However, perceived teacher caring buffered against these declines and was positively associated with math self-efficacy and subjective task values. Change models revealed that perceived teacher caring at the beginning of the school year increased math motivation by the end of the year. The results shed light on the important role that student-teacher relationships play in influencing math motivation during adolescence.

This study examined the longitudinal associations of Hispanic youths’ 9th-grade math expectancy-values and their subsequent participation (course taking and advanced course taking), performance, and preparedness (high school graduation and university eligibility) across 9th to 12th grades. Gender moderation associations of expectancy-value and participation, performance, and preparedness were evaluated. Students’ socio-demographic characteristics and previous math experiences (achievement and curricular track) were controlled. The study sample (n = 1,116) was 53% female, 46% English learner, and 84% low income. Males reported higher expectancy, interest, attainment, and cost values. Females completed more math courses and advanced courses, achieved stronger course grades, and were more likely to complete math preparation requirements for high school graduation and college. Associations of expectancy-value, and participation and performance were observed along with gender-moderated associations with preparedness. The odds of graduation preparedness were increased for females with high attainment value, whereas the odds of university preparedness were increased for males with high utility value.

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