Gendered Motivational Processes Affecting High School Mathematics Participation, Aspirations, and Career Plans in Three Countries

• In Event: Does Gender Still Matter in Student Motivation? How, Why, for What, and for Whom?

Abstract

Objectives & Framework. We explored gender differences and relationships among mathematical motivations within the Eccles et al. expectancy-value framework, high school math participation, educational aspirations and career plans. Key objectives were to, i) contrast the roles of expectancies and kinds of values (intrinsic, importance) for girls and boys in schooling contexts providing varying degrees of choice; ii) test evidence for the pipeline metaphor, wherein degree of mathematical preparation has flow-on effects to educational/occupational outcomes; and iii) examine possible non-mathematical outcomes (aspired level of education, job prestige).

Methods & Data. Participants were from Australia, Canada, and the USA (Ns=358, 471, 418) in grade 9/10 at Time 1, grade 11/12 at Time 2, from separate projects. All samples came from suburban middle to upper-middle socioeconomic backgrounds, primarily Anglo-European descent.

Math-related motivations were measured at T1 using expectancy-value survey measures, tapping expectancies, intrinsic, and importance values. High school math participation was measured at T2: by chosen difficulty level in the Australian sample, number of advanced courses in the Canadian, and total courses in the USA, reflecting different curricular structures. Educational aspirations were coded on 4-point scales. Open-ended questions asked about aspired careers, subsequently coded from 1(no) to 4(high) math-relatedness, and 1(lowest) to 5(highest) prestige based on wages and education.

Multiple-group mean and covariance structures is an extension of structural equation modelling, where mean-level information is analysed as well as the covariance matrix. Strong factorial invariance implies constructs are comparable; only in this case is it justified to compare gender differences, and interpret gendered relationships, which could otherwise be due to differences in measurement models.

Results. In the Australian sample, which provided for a high degree of early specialisation, boys had higher intrinsic value, enrolled in more advanced math, and aspired to more math-related careers. Intrinsic and importance values predicted both math and non-math outcomes, with more significant paths for girls. In the Canadian and USA samples, which require college-bound youth to take specific numbers of math courses, there were no significant gender differences in educational or occupational outcomes; boys had higher expectancies, perhaps related to a cultural emphasis on test regimes that focus attention on ability rather than interest. Intrinsic value did not predict to outcomes, but expectancies and importance value did, again more for girls than boys. The pipeline metaphor was generally supported, with consequences for math and non-math outcomes.

Significance. Our findings lead us to conclude that contexts which promote early choice and specialisation may serve to amplify gender differences in stereotyped domains. Perhaps choice structured by topics as in North America, may enhance girls’ interest. The test culture in North America may increase the risk of girls’ lower ability beliefs, although further study of diverse settings is required to test these speculations. The greater role of values in girls’ choices resonates with socialisation practices towards girls being happy, and boys successful. Mathematical motivations not only predicted math-related outcomes, but also level of aspired education and career prestige; long-term data are required to test whether and how aspirations become enacted.

Authors

• Helen M.G. Watt, Monash University

• Jenna D. Shapka, The University of British Columbia

• Zoe A. Morris, Monash University

• Amanda Marie Durik, Northern Illinois University

• Daniel P. Keating, University of Michigan