Racial/Ethnic Stereotypes Predict Math Motivation in Hispanic Middle School Students

• In Event: Perceptions of the Self, Social Identities, and STEM Fields: Influences on STEM Motivation and Participation

Abstract

STEM stereotypes can convey powerful messages about who belongs and will succeed in
STEM fields (Master et al., 2021). STEM stereotypes about racial/ethnic groups can negatively
impact self-concepts for minoritized students (Evans et al., 2011). Hispanic students often feel a
low sense of belonging in STEM (Rodriguez & Blaney, 2021). Hispanic students are less likely than White students to develop an interest in STEM careers during adolescence (Saw et al., 2018). This study examines how Hispanic students’ stereotypes about racial/ethnic groups relate to their math motivation (interest, belonging, and ability self-concepts). We selected math as a domain to focus on due to its prominence across all STEM fields.

Theoretical Framework

Our framework, Social Identity Theory, illustrates how racial and ethnic identity can
negatively affect an individual’s interpretation of their experiences and sense of belonging
(Rattan et al., 2018).

Methods and Materials

Participants were 387 Hispanic (168 girls, 191 boys, 28 other/no response; 179 sixth graders,
208 seventh graders; 264 primarily spoke Spanish at home; 176 qualified for free/reduced price
lunch) early adolescents enrolled in an ethnically diverse school district. The mean age of
the sample was 11.9 years old (SD = 0.70). Participants completed study measures online during the school day through a partnership with the Character Lab Research Network. Stereotype measures included math interest and ability stereotypes about four target racial/ethnic groups: Asian, Black, Hispanic, and White students. Motivation measures included interest (2 items), sense of belonging (3 items), and ability self-concept (2 items). Hypotheses and analysis plan were preregistered on the Open Science Framework (OSF).

Results

We found that Hispanic participants rated Asian students as higher in math interest,
F(3,262)=7.55, p <.001, ηp2 =.08, and math ability, F(3,263)=24.11, p <.001, ηp2 =.22, compared to Black, Hispanic, and White students. We also found that Hispanic participants’ stereotypes about Hispanic students’ interest and ability in math were significantly correlated with their own personal interest, sense of belonging, and ability self-concept in math, rs > .28, ps < .001.Furthermore, differences in stereotypes about math ability of Hispanic and Asian students, and Hispanic and White students, were negatively correlated with Hispanic students’ own motivation, rs < -.16, ps < .01.

Significance

As part of the 2023 AERA theme, education researchers are called to design research that
matters for policy and practice and ensures equitable processes. This study provides evidence
about the beliefs and motivation for an ethnic group underrepresented in STEM fields. These
findings suggest that Hispanic students’ beliefs about their own group, and the comparisons of
their group to other groups, are linked to their math motivation. The results have implications for
future interventions to encourage Hispanic students to enter STEM fields and reduce inequities in STEM.

Authors

• Minh-Hao Tran, Houston Independent School District
  Presenting Author

• Allison Master, University of Houston
  Non-Presenting Author

• Taylor Alexander, University of Houston
  Non-Presenting Author

• Weiwei Wu
  Non-Presenting Author

• Jennifer L. Thompson, University of Houston
  Non-Presenting Author

• Norma Olvera
  Non-Presenting Author