Student-Perceived Mathematics Teacher Beliefs, Math Classroom Learning Environments and Gendered Math Career Intentions

• In Event: Gender and Educational and Occupational Choices: International Perspectives

Abstract

Objectives
This longitudinal study examined the role of student-perceived math teachers’ beliefs, classroom goal structure and own mathematical expectations and values, in predicting STEM-related career intentions.

Perspective/theoretical framework
Women are still underrepresented in physical science, engineering and applied mathematics (Eccles, 2010). The Eccles et al. (1983) expectancy-value model identifies student-perceived socializers’ beliefs as important for students’ own abilty expectations and values, which predict choice behaviors (see Jussim & Eccles, 1992). Teachers’ beliefs are important for students’ motivation (e.g. McKown, Gregory, & Weinstein, 2010) and differ by student gender (Wentzel, 2010). High perceived classroom mastery-orientation supports positive learning outcomes (Anderman et al., 2001) and course enrollments (Wolters, 2004). Less is known about the impact of student-perceived teachers’ beliefs and classroom goal structure on career intentions, and more work on effects of perceived classroom goal structure distinguished for individual- and classroom-level is needed (Urdan, 2010). Our study addresses how students’ individual and classroom-aggregated perceptions of their math teachers’ beliefs and classroom goal structure, relate to students’ math expectations and values, and consequent STEM-related career intentions.

Methods
Multilevel SEM analyzed questionnaire data assessed at two timepoints.

Data
Analyses were based on data from the Australian STEPS Study. Participants (N=438; 213 boys) were 10th graders in 2012; surveys assessed student-perceived teachers’ beliefs (math prestige; ability expectations about students); classroom goal structure (mastery/performance); individual importance values, ability expectations, and previous achievements. At grade 11 career intentions were assessed, and coded for math- and physics/engineering-relatedness (National Center for O*NET Development, 2013). On individual and classroom levels, dependent variables were mathematics O*Net score, and a latent physics/engineering(P/E) factor.

Results
On the individual level, girls and low-achievers reported lower teacher ability expectations (Tper), and girls reported higher math teacher beliefs concerning math prestige.

Higher Tper predicted both classroom performance goal orientation (PGO; emphasizing achievement) and mastery goal orientation (MGO; emphasizing understanding). Higher teacher math prestige beliefs also predicted PGO. PGO thence predicted students’ math-related career intentions; MGO predicted students’ own ability expectations and importance value, the latter predicted math career intentions.

Indirect effects indicated importance values mediated the positive effect of MGO on math career intentions, while MGO mediated the effect of Tper on importance values. Girls’ lower MGO was mediated by Tper, rated lower by girls than boys.

At the class level, P/E career plans were positively predicted by aggregate math Tper; math career plans were predicted by aggregate MGO, in turn, positively predicted by aggregate Tper.

Significance
The study identifies processes through which teacher and classroom influences shape boys’ and girls’ math- and P/E-related career intentions. Results reveal that for math careers, subjective perceptions of classroom goal orientation and teachers’ beliefs and for P/E careers, contextual influences on the classroom level were relevant. This might be due to P/E career plans being more abstract and thus students’ choice might depend more on objective indicators.

Shown gendered relationships suggest classroom goal structure (MGO & PGO) to be a crucial influence on students’ math career intentions, while its level depended on students’ gendered Tper interpretations.

Authors

• Rebecca Christine Lazarides, Technische Universität Berlin

• Helen M.G. Watt, Monash University