Exploring Science Motivation in Rural African American Adolescents

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Motivational Dynamics in Mathematics and Science

Abstract

African Americans are largely underrepresented in science and engineering (S&E) careers, comprising less than 5% of the S&E labor force (National Science Board [NSB], 2018; National Science Foundation [NSF], 2017). Although many S&E occupations require a bachelor’s degree, African American students often leave the science pipeline during high school (NSB, 2018; Parsons, 2008). This study uses data from the High School Longitudinal Study of 2009 to examine science motivation in rural African American students using the Eccles et al. (1983) model of expectancy-value theory.
The study uncovered that expectancies and values had differential effects on science achievement behaviors. These results indicated partial support of the theoretical model proposed by Eccles et al. (1983) for rural African American adolescents.

Author

• Daphne C. Mills