High Schoolers’ Advanced STEM Course Intentions: Predictors and Reasoning (Poster 37)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Motivation, Social Identity, and Understudied Populations

Abstract

This study explored gender differences in predictors of and reasoning for high school students’ advanced STEM course-taking intentions. Students (N = 750) responded to an online survey regarding their STEM class experiences and course intentions. Findings demonstrate that internal, external, and STEM class environment factors predict course intentions. Greater expectations for success in STEM and parental encouragement predict all students’ interest in advanced STEM courses; however, girls were more influenced by internal factors and boys were more influenced by their current STEM course environment. Course intention reasoning did not differ by gender but girls and boys who were interested in advanced STEM courses used some justifications more or less than their uninterested same-gendered counterparts. Implications for STEM educators are addressed.

Authors

• Jacqueline Cerda-Smith, North Carolina State University

• Emine Ozturk, Arizona State University

• Angelina Joy, Purdue University

• Kelly Lynn Mulvey, North Carolina State University