Interest and Intentions to Major in Engineering Among K-12 Hispanic Students

• In Event: Poster Session 8
  In Poster Session: Contextual and Cultural Influences on Motivation, Engagement, and Affect

Abstract

This study examined interest and intentions to major in engineering among a predominantly Hispanic sample of elementary and secondary students exposed to engineering through a lesson taught within their science or math classes. Utilizing the lenses of Eccles and colleagues’ (1984, 2000) expectancy-value theory and interest theory (Hidi & Harackiewicz, 2000; Hidi & Renninger, 2006, Renninger, 2009), we examined ability/expectancy beliefs, utility value, situational interest, and intentions to major in engineering, controlling for background knowledge in engineering. Results indicated that background knowledge was positively associated with interest and intentions to major in engineering. Utility value predicted intentions to major in engineering, consistent with other research that has demonstrated utility value as a strong predictor of intentions to pursue math-related careers.

Authors

• Shirley L. Yu, University of Houston

• Danya Marie Corkin, University of Houston

• Kathan Shukla, University of Virginia

• Julie P. Martin, Clemson University