Expectancy‐Value Models for the STEM Persistence Plans of Ninth‐Grade, High‐Ability Students: A Comparison Between Black, Hispanic, and White Students

Abstract

Group differences in the effects of the expectancies and values that high‐ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth‐grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n = 21,444) was used. The analytic sample was 1,757 (48% female, 52% male) Black (13.8%), Hispanic (26.7%), and White (59.6%) students who scored in the top 10% of their race group on the mathematics achievement test. Hierarchical logistic regression models were developed for each race/ethnicity group to examine the relationships of demographic and expectancy‐value variables with STEM persistence status. Science attainment value, science intrinsic value, and STEM utility value were predictive of STEM persistence, but these variables operated differently in groups of Black, Hispanic, and White students. Implications for educators include the need for ways to improve perceptions of science identity and awareness of the utility of science and mathematics courses.

The Relationship of STEM Attitudes and Career Interest

“…These demographic variable findings diverge with some prior research. Maltese and Tai (2011) found no effect of gender and race on personal goals while Andersen and Ward (2013) found no significant relationship of gender and subjective task values. Given that both these longitudinal studies used high-achieving college-bound sample, differences in their samples and ours may be an important part of the explanation for the differences.…”

“…In DeWitt's (DeWitt et al, 2011) U.K. study, the researchers reached the conclusion that external factors such as parental influence were the primary underlying cause for similar demographic disparities. Among a racially diverse population of high achieving mathematics students, Caucasian students showed stronger motivation for science persistence over African-American students and Hispanic students (Andersen & Ward, 2013). In a contrasting study, Riegle-Crumb and King (2010) found that once K-12 academic preparation is taken into account, African-Americans are more likely to declare and persist in STEM majors.…”

Secondary school students’ perceptions of working life skills in science-related careers

“…Thus, science education should start introducing information about science-related careers already during the early stages of primary school (cf. Andersen & Ward, 2014).…”

“…Providing students with support, information and advice about career options and educational requirements, seems to be critical for increasing the utility value of school science. Information about STEM careers needs to be part of the science curricula (Andersen & Ward, 2014).…”

Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit

“…While prior research lends preliminary support for links between science identity and science achievement outcomes in college, including links between identity development processes and achievement in an introductory chemistry course (Perez et al, 2014), most extant research is limited to cross-sectional designs (Andersen & Ward, 2013; Chemers et al., 2011; Hazari, Sonnert, Sadler, & Shanahan, 2010) or examines these relations at longer time scales, such as over a year (Estrada et al, 2011) or over four years of college (Robinson, Perez, et al, 2018). Further, the relations of heterogeneity in developmental patterns of science identity with science outcomes have been specifically examined in only one prior study (Robinson, Perez, et al, 2018).…”