Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

Abstract

The authors take first steps in racializing Eccles and Wigfield's situated expectancy-value theory (SEVT). SEVT was initially developed to explain gender differences in motivation for and choice of science, technology, engineering, and mathematics majors and careers but has been mostly silent on issues of race and racism in motivation research. Thus, the authors focus on Black American adolescents' school experiences and reconceptualize three parts of the model: SEVT's conceptualization of the cultural milieu, its portrayal of the socialization of motivation in school and at home, and aspects of individuals' subjective task values, one of the key constructs in the model. To "break down silos" we connect SEVT to critical race theory by suggesting the cultural milieu "box" in the model be reimagined to include the impact of systemic racism and discrimination, power differentials, school segregation, and inequities in teacher quality and transience. Regarding racial socialization patterns within schools, we propose the notion of stage-culture-environment misfit, and evaluate teachers' beliefs, biases, and cultural (in)competence. We also connect SEVT to empirical research on racial-ethnic socialization, specifically how the parents of Black children prepare them for discriminatory experiences and foster healthy racial identities. Turning to individuals' subjective task values, we suggest expanding the perceived cost aspect of task value to include racialized opportunity cost. We also extend intrinsic and attainment aspects of task value through integrating the emergent literature on Black joy. We conclude by suggesting critical pragmaticism as a possible broad framework in which motivation researchers from different perspectives can work together.