Understanding Social Class Differences in STEM Course-Taking Through Identity-Based and Expectancy-Value Theories of Motivation

• In Event: 25.052 - Who I Am and What It Means: Relevance and Identity in Motivation Research

Abstract

High school students from lower socioeconomic status (SES) backgrounds are less likely to enroll in STEM (science, technology, engineering, and mathematics) 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 STEM course-taking relationship. This was done by gathering reports from 272 families on expectations, values, and future identities from students and parents beginning in middle school through age 20. Results showed that parental education predicted high school and college STEM course-taking, and this relationship was partially mediated by STEM motivation and identity beliefs. These findings integrate two theories of motivation and illustrates the role of motivation in social class differences in STEM.

Authors

• Ryan C Svoboda, Northwestern University

• Chris Rozek, University of Chicago

• Janet S. Hyde, University of Wisconsin - Madison

• Judith Harackiewicz, University of Wisconsin

• Mesmin Destin, Northwestern University