Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status

Saw, Guan; Chang, Che‐Wei; Chan, Hsun Yu

doi:10.3102/0013189x18787818

Cited by 92 publications

(80 citation statements)

References 11 publications

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“…Whereas existing research tends to suggest that a higher SES is linked to a higher participation rate of structured OST programs given the cost (Mahoney, Larson, et al, 2005;Vandell et al, 2005), this general trend was not found among Latinx adolescents, who tend to have the lowest participation rate in OST programs (Darling, 2005;Meier et al, 2018). This finding signals to researchers and practitioners that racial/ethnic identity or SES alone may not constitute a salient factor to predict Latinx students' OST program participation (Saw et al, 2018).…”

Section: Sociodemographic Differences and Intersectionality Manifesmentioning

confidence: 71%

“…Prior research has found that high school students' interest in STEM fields vary by the intersections between their gender, race/ethnicity, and SES (Saw, Chang, & Chan, 2018). Even after entering college and starting to take STEM-focused courses, the relationship between students' self-efficacy in STEM and academic achievement varies by the intersection of their sociodemographic backgrounds (Wang, Chan, Soffa, & Nachman, 2017).…”

Section: Sociodemographic Differences In Stem Participationmentioning

confidence: 99%

“…Finally, we controlled for a number of sociodemographic background characteristics, including gender, race/ethnicity (separated into Black, Latinx, Asian American, and students of other racial/ethnic group [e.g., Pacific Islander, Native American, multiracial], with White students as the reference group), and the household socioeconomic status (SES) in ninth and 11th grade. We also considered intersections between gender, race/ethnicity, and SES, since they were found relevant to high school students' interest in STEM (Saw et al, 2018), by creating two-and three-way interaction terms between the three sociodemographic background variables. Pearson correlation coefficients between the measures are summarized in Online Appendix A.…”

Section: Sociodemographic Backgroundmentioning

confidence: 99%

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Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

et al. 2020

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In this paper, we explore how secondary school students' participation in structured, math‐ and science‐focused programs outside of school is associated with the aspiration to, and actual enrollment in, a STEM major in college. Moreover, we examine how varying sociodemographic backgrounds are related to their participation in these programs. Using expectancy‐value theory and social cognitive career theory as our conceptual frameworks, we conduct a path analysis based on a nationally representative panel dataset. Results indicate that students who participate in structured science‐focused out‐of‐school programs in eighth grade are more likely to express an aspiration to and choosing a STEM major in college. The intersection of sociodemographic backgrounds further highlights the intricate differences in math‐focused programs participation outside of school between Latinx and White adolescents of varying socioeconomic status.

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Section: Sociodemographic Differences and Intersectionality Manifesmentioning

confidence: 71%

Section: Sociodemographic Differences In Stem Participationmentioning

confidence: 99%

Section: Sociodemographic Backgroundmentioning

confidence: 99%

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Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

et al. 2020

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“…High SES is associated with higher achievement in language function tasks (Calvo and Bialystok 2014). Finally, Saw et al (2018) show that low SES students are less likely to cultivate and retain an interest in science, technology, engineering, and math careers.…”

Section: Introductionmentioning

confidence: 90%

Paired Measures of Competence and Confidence Illuminate Impacts of Privilege on College Students

Watson¹,

Nuhfer²,

Moon³

et al. 2019

Numeracy

117

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We seek to understand how the experiences of groups that differ in gender, ethnicity, and sexual orientation produce college-level educational performances that differ from the experiences of the dominant majority group. We employ two datasets: a National Database of 24,701 participants and a Paired-Measures Database with 3,323 participants. Both datasets provide demographic information, socioeconomic conditions of status as first-generation student, English as a first language, and interest in majoring in science, and competency scores on understanding science as a way of knowing obtained from the Science Literacy Concept Inventory. The Paired-Measures Database includes additional selfassessed competence ratings that enabled quantifying affective confidence. We meld the ways of knowing of ethics, numeracy, and social justice, especially the social justice concept of Othering, to interpret our data. Two of three competing hypotheses about self-assessment encourage Othering. Our data strongly support the third-that all groups are good at self-assessment and merit equal respect. Women and men are equally competent in science literacy. Women, on average, are more accurate in their self-assessments whereas men, on average, are overconfident. Those with minority sexual orientations register higher competence than the binary-sexual majority but are less confident of their competency. Minority ethnicities, on average, produce significantly lower science literacy scores. With one exception (Middle Eastern), groups produce mean self-assessed competence ratings that are remarkably accurate predictors of their mean competence scores. The three socioeconomic conditions exert significant and unequal impacts across ethnic groups, with Hispanic, Middle Eastern and Pacific Islander data providing some unique results.

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“…We examine these beliefs based on variables of gender, ethnicity, general test taking anxiety, and past experiences with high-stakes testing. We know that educational experiences vary widely by gender and ethnicity (Alemán, 2018;Bailey & Graves, 2016;Sadker, Sadker, & Klein 1991;Saw, Chang, & Chan, 2018;Valenzuela, 1999), especially as it relates to highstakes testing (Nichols & Berliner, 2007;Vasquez Heilig & Darling-Hammond, 2008). Thus, we include gender and ethnicity in our analyses along with prior experiences with high-stakes testing to explore how those lived experiences may relate to beliefs about accountability and high-stakes testing as well as preferences for future working conditions.…”

Section: Theoretical Rationalesmentioning

confidence: 99%

Preservice teachers’ beliefs about high-stakes testing and their working environments

Nichols

Brewington

2020

EPAA

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In this exploratory mixed methods survey study, we assess preservice teachers’ (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response opportunities, we gauged preservice teachers’ beliefs about accountability and the role of high-stakes testing in three ways: (a) what are their personal experiences with high-stakes testing, (b) what are their their beliefs about accountability and high-stakes testing in general, and (b) what role does accountability (and testing pressures) play in their future workplace preferences? Results indicate that preservice teachers’ experiences with and beliefs about high-stakes testing accountability vary based on gender, ethnicity, and previous experiences with high-stakes tests. Importantly, although in aggregate our participants reported they generally disliked the high-stakes tests they personally had to take in high school, subgroup analyses reveal that for those who took them during the NCLB era, they also saw high-stakes tests as good thing for education overall. Preservice teachers who were younger and “grew up” under NCLB and the height of high-stakes testing believed high-stakes tests to be a waste of time for them personally, but a useful way to evaluate teachers as an educational policy. Vignette and qualitative analyses of workplace preferences and rationales underscore some of the assumptions our preservice teachers hold about high-stakes testing as a policy mechanism to help explain this finding. We conclude with implications for policy and future research.

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Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status

Cited by 92 publications

References 11 publications

Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

Participation in structured STEM‐focused out‐of‐school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

Paired Measures of Competence and Confidence Illuminate Impacts of Privilege on College Students

Preservice teachers’ beliefs about high-stakes testing and their working environments

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