An Intersectional Exploration of the STEM-Related Expectancy-Value Beliefs of Young Women of Color

• In Event: (Un)Masking Intersectional Experiences and Concerns in K–12 STEM Education

Abstract

Young women of color continue to be significantly underrepresented in science, technology, engineering, and mathematics (STEM) fields such as computer science, engineering, mathematics, and statistics. As a result of experiencing STEM learning through the lens of multiple marginalized identities, young women of color often express challenges in developing a sense of belonging. This comparative case study allowed six young women of color to communicate their perspectives regarding how their multiple identities, value beliefs, and STEM learning experiences shaped their self-concepts and motivation to persist. This study employed an intersectional expectancy-value theoretical framework and a multi-sited approach to investigate the influence of gender, race, and socioeconomic status on Black and Brown female high school students' STEM-related expectancy-value beliefs and cost perceptions.

Authors

• Annmarie Crum, Little Ferry Public School District
  Presenting Author

• Lakia M Scott, Yale University
  Non-Presenting Author