Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

Gottfried, Michael A.; Owens, Ann Marie Deer; Williams, Darryl; Kim, Hui Yon; Musto, Michela

doi:10.14507/epaa.25.2857

Cited by 15 publications

(27 citation statements)

References 33 publications

(33 reference statements)

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“…Interestingly, the support offered by teachers and counselors was not significant in determining higher postsecondary educational goals for either first- or continuing-generation students. This finding is consistent with previous research (Bell et al, 2009; Gibbons et al, 2006; Gibbons & Shoffner, 2004; Gottfried et al, 2017; King, 2012).…”

Section: Discussionsupporting

confidence: 94%

Understanding Postsecondary Education Enrollment of First-Generation Students From a Social Cognitive Perspective

Xing

Rojewski

2020

Journal of Career Development

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Data from the High School Longitudinal Study of 2009 were used to describe and compare postsecondary education enrollment patterns of first- and continuing-generation students. Social cognitive career theory was used to explain the processes of educational and career pursuit and attainment, as well as personal, behavioral, and contextual/environmental factors influencing these processes. Postsecondary educational self-efficacy (i.e., a belief or confidence in future educational success) had a significant positive influence on establishing higher postsecondary educational goals for all adolescents. Postsecondary educational self-efficacy and goals, together, also had a substantial positive influence on postsecondary enrollment patterns of both groups. Self-efficacy exerted a stronger total effect for first-generation students. Contextual supports and barriers directly influenced students’ goals but played different roles depending on generational status.

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Section: Discussionsupporting

confidence: 94%

Understanding Postsecondary Education Enrollment of First-Generation Students From a Social Cognitive Perspective

Xing

Rojewski

2020

Journal of Career Development

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“…S. Eccles et al, 2004; Nagy et al, 2008; Watt, 2010). Such potential gender differences are also suggested by other studies, as well as the influence of peers and parents (M. Gottfried et al, 2017; Nugent et al, 2015; Robnett & Leaper, 2013; Rodrigues et al, 2011; Rozek et al, 2015; Wang & Degol, 2013; Watt et al, 2017).…”

Section: Introductionsupporting

confidence: 68%

“…Beginning as early as secondary education, girls are particularly likely to decide against choosing courses in, for example, mathematics and science (J. S. Eccles et al, 2004;Nagy et al, 2008;Watt, 2010). Such potential gender differences are also suggested by other studies, as well as the influence of peers and parents (M. Gottfried et al, 2017;Nugent et al, 2015;Robnett & Leaper, 2013;Rodrigues et al, 2011;Rozek et al, 2015;Wang & Degol, 2013;Watt et al, 2017). But while career choices differences between boys and girls are often found to be large, the differences in achievement often are found to be rather small (J.…”

Section: Behavioral Consequences Of Mindsetmentioning

confidence: 87%

Students’ Beliefs About the Nature of Intelligence (Mindset)

Kraker-Pauw

Wesel

Krabbendam

et al. 2020

Journal of Adolescent Research

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Important adolescents’ career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13- and 14-year olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behavior and study choices. To establish students’ mindsets quantitatively, we categorized theory of intelligence (TOI) questionnaire averaged scores into three levels: entity, intermediate, or incremental mindsets, to provide insight into the distribution of the different mindset types in our sample ( N = 492). The results of this quantitative study show that more than half of the students believed intelligence is “fixed” (entity mindset), these data showed no effect of gender. To gain more in-depth insight in the views of these students, focus groups about mindset and its influences and consequences were held in a subsample ( n = 176). The qualitative data provide more nuanced insights, for example, they reveal subtle gender differences regarding effort beliefs and motivation. Integrated discussion of the quantitative and qualitative results demonstrates that this multimethod approach reflects the complexity of the concept mindset better than only the widely used TOI questionnaire.

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“…The results shed light on the salience of participation in STEM-focused OST programs, such as joining science club, taking part in math competition, and participating in math or science summer programs, before high school and its positive relationship to choosing a STEM major in college (Gottfried, Owens, Williams, Kim, & Musto, 2017;Mohr-Schroeder et al, 2014). Moreover, our findings align with prominent learning theories (e.g., social cognitive theory, SCCT, expectancy-value theory) and prior empirical research, and further elucidate a nuanced relationship of the intersection of multiple identities students hold to their participation in mathfocused OST programs during middle school.…”

Section: Sociodemographic Differences In Engagement In Out-of-schoomentioning

confidence: 96%

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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Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

Cited by 15 publications

References 33 publications

Understanding Postsecondary Education Enrollment of First-Generation Students From a Social Cognitive Perspective

Understanding Postsecondary Education Enrollment of First-Generation Students From a Social Cognitive Perspective

Students’ Beliefs About the Nature of Intelligence (Mindset)

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

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