Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation

Autor/inn/en	Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin
Titel	Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
Quelle	In: AERA Open, 2 (2016) 3, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Correlation; Educational Attainment; Parent Background; STEM Education; Expectation; Values; Theories; Student Motivation; High School Students; Socioeconomic Status; Longitudinal Studies; Mathematics Education; Science Education; Predictor Variables; Social Class; Fathers; Mothers; Middle School Students; College Students; Wisconsin + Suchen Sie Ihr Suchwort? Korrelation; Bildungsabschluss; Bildungsgut; Elternhaus; STEM; Expectancy; Erwartung; Wertbegriff; Theory; Theorie; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Naturwissenschaftliche Bildung; Prädiktor; Social classes; Soziale Klasse; Mother; Mutter; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Collegestudent
Abstract	High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students' and parents' future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students. [For the corresponding grantee submission, see ED578803.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01