"Make or Break" STEM Course Experiences: Profiles of Situated Expectancy, Value, Cost, and Major Intentions

• In Event: Situated Expectancy-Value Theory and Undergraduate STEM Retention: Novel Approaches to Enduring Questions

Abstract

Persistent attrition and underrepresentation issues in STEM fields have complex causes,
involving cultural, contextual, and individual factors. This study examined complex patterns of
motivation and major intentions in introductory STEM courses. Using a person-oriented
approach, we identified four distinct motivational profiles of expectancy, value, cost, and major
intentions. Belonging with professors distinguished beneficial profiles from maladaptive profiles.
Highly Positively Motivated and Invited In, and Confident and Interested with Stable Intentions
profiles, were most adaptive for motivation and persistence. Cost Focused and Mixed Moderate
Motivation profiles showed decreases in major intentions, overrepresentation of women, and
lower probabilities of pursuing majors related to their course. Findings highlight the significance
of belonging and tailored support to enhance STEM talent development.

Authors

• Sanheeta Shankar, McGill University

• Kristy A. Robinson, McGill University