Perceived Benefits and Barriers of Question-Asking in Introductory Chemistry Across Gender, Race, and First-Generation Status

• In Event: Reimagining Help-Seeking Contexts for Minoritized College Students: Toward Equity-Focused and Asset-Based Research

Abstract

Purpose and Aims
Many college students—especially students from historically underrepresented minoritized (URM) groups in STEM disciplines—experience academic difficulty in entry-level survey courses (Hatfield et al., 2022). In these settings, academic help seeking (AHS), such as verbally posing a question in class, can be useful but intimidating (Nadile et al., 2021). Whether URM students are unique in how they view question asking in these contexts remains an open question. To address this gap, we examined whether the perceived costs and benefits of asking questions in an introductory chemistry course differed by gender, race, and first-generation status (RQ1). Additionally, we investigated how motivational beliefs and perceptions of the learning environment related to AHS perceptions, and whether relations differed across groups (RQ2).

Theoretical Framework
Students weigh the personal and social benefits and costs of seeking help in academic settings (Karabenick & Gonida, 2018). Such decisions implicate ability beliefs, subjective task values and costs, sense of belonging, and perceived classroom support for autonomy, risk-taking, and competition. Accordingly, we draw on multiple intersecting motivational theories including Situated Expectancy Value Theory (Eccles & Wigfield, 2020), Self Determination Theory (Ryan & Deci, 2020), and Achievement Goal Theory (Urdan & Kaplan, 2020).


Data Sources and Methods
A sample of 893 students (65% women; 9% Black and Latino; 38% first-generation) from multiple sections of an introductory chemistry course completed online questionnaires at the beginning and end of the semester. Measures included perceived values for and threats to question asking, motivational self-beliefs (e.g., expectancies, subjective task values, costs, sense of belonging), and perceptions of the classroom climate (e.g., autonomy support, mastery and performance goal structure). Analytic methods included chi square and t tests and single and multigroup multiple regression analyses.

Analyses
Regarding RQ1, several barriers to asking questions differed significantly by gender and race (see Table 1). For example, women (vs. men) were more likely to report concerns about judgement from others, feelings of anxiety, and lacking sufficient knowledge. Regarding RQ2, regression analyses revealed multiple significant predictors of perceived benefits and threats to question asking (see Table 2). For example, sense of belonging and autonomy support were positively associated with values for questions and negatively associated with AHS threats. Task values, costs, and performance goal structure were positively associated with AHS threats. Multigroup regression analyses revealed that gender was a significant moderator of some relations (see Table 2).

Scholarly Significance
Our results extend the literature by examining the nature of AHS perceptions in a gateway STEM course with a focus on URM students. Our findings revealed both shared and unique AHS barriers and benefits across demographic groups, with the strongest differences emerging for gender. Our results highlight how perceptions of self and context contribute to AHS perceptions and behaviors. We discuss how our findings can inform instructional design to lower AHS barriers for all students, leading to more equitable learning environments.

Authors

• Bradley W. Bergey, Queens College - CUNY

• Perry Samson, University of Michigan

• William N. Bork Rodriguez, Michigan State University