Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education

Starr, Christine R.; Carranza, Perla Ramos; Simpkins, Sandra D.

doi:10.1002/jad.12067

Cited by 18 publications

(21 citation statements)

References 45 publications

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“…Documenting these increases contributes to motivation theory and calls in question the leaky STEM pipeline metaphor that assumes people who leave STEM do not return and that no one switches from non-STEM into STEM fields. The findings from this study and others (e.g., Hsieh & Simpkins, 2022;Starr, Carranza, & Simpkins, 2022) suggest that the pathways in and out of STEM are more fluid with some students moving toward STEM during high school. It also suggests that middle and high school are not too late to spark Asian and Latinx students' math motivational beliefs.…”

Section: Latinx and Asian Adolescents' Math Interest Utility Value An...supporting

confidence: 54%

Trajectories of math expectancies for success and values in Latinx and Asian students.

Lee-Poon,

Simpkins

2024

Developmental Psychology

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The heterogeneity in the developmental trajectories of math motivational beliefs (i.e., expectancies for success and subjective task value beliefs) was examined among Asian and Latinx male and female students from Southern California across Grades 8 through 10 (n = 2,710; 50% female; 85% Latinx; 15% Asian; M age = 13.77). By conducting growth mixture modeling, we identified two classes of stable trajectories for expectancies for success; five classes of stable, decreasing, or increasing trajectories for interest and utility value; and three classes of stable, decreasing, or increasing trajectories for attainment value. The group comparisons demonstrated that variability exists in adolescents' motivational belief development at the intersection of their race/ethnicity and gender for some trajectories. For example, Latina adolescents were more likely to maintain moderate expectancies for success than high expectancies for success compared to Latino and Asian male adolescents, but Asian female adolescents did not differ in their level of expectancies for success from the two male groups. Also, we found Latina adolescents displayed smaller decreases in interest compared to Asian female adolescents and in utility value compared to Latino adolescents. The findings from the present study challenge traditional stereotypes in math and highlight positive motivational belief development in students who are marginalized in math (e.g., Latina adolescents). Public Significance StatementThis study suggests that there are multiple, distinct patterns of students' math motivational belief development during the transition from middle to high school and that Asian/Latinx male/female students do not always display decreases in their motivational beliefs across adolescence. Our findings suggest that interventional efforts employed during middle and high school have the potential to foster students' motivational beliefs. Additionally, our findings help guide applied efforts to address the societal and systematic challenges in science, technology, engineering, and math by displaying the issues of marginalization and privilege based on race/ethnicity and gender.

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Section: Latinx and Asian Adolescents' Math Interest Utility Value An...supporting

confidence: 54%

Trajectories of math expectancies for success and values in Latinx and Asian students.

Lee-Poon,

Simpkins

2024

Developmental Psychology

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“…Primary school and preschool teachers in Türkiye and Romania suggested overcoming these difficulties, with parents' help, and this brings up the question for the potential of school-family partnerships as a formal support strategy for STEAM implementation at all education levels in all countries. It is worth considering that parents play an essential role in constructing children's professional aspirations and influencing their professional orientation [48,49]. Also, the results highlighted the issue of school partnerships with local or national institutions as being a key action for overcoming the difficulties related to the lack of proper teaching resources or the lack of STEM training, both in primary and preschool education [50,51].…”

Section: Discussionmentioning

confidence: 99%

“…The apparent intention is to influence children's interests positively and help them find their path in the world, remaining resilient toward gender-based prejudice. However, intentions need to find a practical deployment, and there is still a pronounced need to organize more joint-up activities, such as involving children, parents, and the broader STEM community, including businesses and academia [49,50,58]. This will allow parents and children alike to discover the excitement and the practical implementations of STEAM learning [69].…”

Section: Discussionmentioning

confidence: 99%

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STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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This chapter presents a survey focusing on pre-primary and primary STEAM education in six countries. The survey sought to identify: a] the perceptions of teachers, parents, and professionals from STEM and the Arts (hereafter STEAM professionals) about the STEAM approach; b] teachers’ training needs; c] teachers’, parents’, STEAM professionals’ perceptions of the value of the STEAM’s role in increasing the participation of young girls and disadvantaged students in STEM. Data was collected through focus-group interviews and were qualitatively analyzed. Results showed that teachers, STEAM professionals, and most of the parents had positive perceptions of the STEAM approach; they believed that it increases children’s motivation and engagement in learning, regardless of the child’s gender; it increases creativity, self-confidence and offers good learning opportunities for both boys and girls, taking into consideration their emotional and social abilities. The main difficulties identified were related to curriculum limitations, school infrastructure, and lack of resources, experience, and training in the STEAM approach. Teachers highlighted the need of training on the STEAM philosophy, essential concepts, and specific methods; access to STEAM-specific digital resources/software; practical training/seminars or blended learning training. Student teachers emphasized the need for more STEAM lessons in their initial training.

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“…Parental expectation in uences STEM-related hopes and goals.Studies have shown that parental expectancy affects not only STEM-related hopes and goals, but also STEM career aspirations. Chen et al (2022) reported a signi cant relationship between both short-term and long-term parental expectations and STEM career aspirations Starr et al (2022). reported that parental support has a signi cant effect on a stable STEM career, while Yine Lv et al (2022) conveyed that parental support is a signi cant predictor of STEM career interest for both girls and boys among high school students.…”

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confidence: 99%

Understanding Turkish Students’ STEM Career Aspirations, STEM Hopes and Goals, Parental Perception, and Cultural Capital: A Path Analysis

KÜÇÜKAYDIN,

ULUM

2023

Preprint

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Developing students' career goals in the fields of science, technology, engineering, and mathematics (STEM) is a high priority in Turkey and around the world. Many educational investments are being made in the country, and this is shown in the development goals. It is important to understand the variables that may be related to these goals in order to best support students on their career path. This study examined the relationship between STEM career aspirations, hopes and goals in STEM, cultural capital, and perceived parental expectations in a Turkish sample (n = 633). The findings showed that there were positive relationships between STEM cultural capital, perceived parental support, and STEM-related hopes and goals. In addition, parental perception influenced STEM career aspirations both directly and indirectly. In the research model, the greatest effect was found to be between parental support and STEM hopes and goals. These discoveries provide insight for educational policymakers, parents, and teachers who are helping students develop STEM career aspirations.

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Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education

Cited by 18 publications

References 45 publications

Trajectories of math expectancies for success and values in Latinx and Asian students.

Trajectories of math expectancies for success and values in Latinx and Asian students.

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Understanding Turkish Students’ STEM Career Aspirations, STEM Hopes and Goals, Parental Perception, and Cultural Capital: A Path Analysis

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