Exploring Identity-Based Motivation in Mathematics Among Undergraduate HBCU Students

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Exploring Equity-Focused Constructs and Contexts in Motivation Research (Table 14)

Abstract

The purposes of this exploratory study are to describe and explore Black undergraduate students' racial identity, motivational psychology, and the relationships between them at two different HBCUs by utilizing expectancy-value theory. Survey data were collected from a private and public HBCU and regression models were tested to predict math attainment, math utility, math intrinsic value, and math cost. Due to the nature of the different HBCUs, data from each HBCU is presented separately. For instance, although racial identity predicted math cost, utility, intrinsic value, and attainment at the private HBCU, racial identity only predicted math utility at the public HBCU. These findings reinforce the need for additional research on identity-based motivation among undergraduate Black HBCU students.

Authors

• Kimberley Edelin Freeman, Howard University

• Rashunda L. Stitt Richardson, Winston-Salem State University

• David Wall Rice, Morehouse College

• Cynthia Eileen Winston, Howard University