Racial, Ethnic, Gender, and Socioeconomic Differences in Students' Perceptions of How Pursuing Math and Science Influences Their Popularity

• In Event: A Critical Examination of Public Scholarship on K–12 Racialized Contexts

Abstract

Drawing on data from HSLS 2009 & 2013, this study examines [1] to what extent does gender, racial-ethnic identities, and socio-economic status predict how a student perceives their time and effort associated with math and science influences their social interactions and popularity (i.e., outcome expectations) and [2] to what extent does the relationship between outcome expectations and STEM career intent vary by student demographic characteristics. Insights from this study can be used to better develop curricula and activities that seek to inform students’ outcome expectations and further advance our understanding of STEM career intent.

Authors

• Tamara V. Young, North Carolina State University

• Tuere Bowles, North Carolina State University

• Kirsten Aleman, North Carolina State University

• Iris Wagstaff, North Carolina State University