A Longitudinal Approach to Understanding the Relationship Between School Engagement and STEM Trajectories (Poster 48): SIG-Motivation in Education, 4:46 PM

• In Event: e-Lightening Ed-Talk Session 5

Abstract

Disparities in the STEM field are widely documented with individuals from historically marginalized communities being less represented across the board. In response, educators are considering how to expose diverse groups of students to STEM opportunities during the school day. Drawing from a nationally representative dataset, this study explores adolescents school engagement experiences in relation to their STEM career choice. Results reveal that school day engagement, specifically affective, cognitive, and social engagement are positively associated with long-term STEM trajectories. Further, significant interaction effects exist between these relationships, race, and gender. Thus, findings from this research have implications for understanding the role of specific dimensions of engagement for long-term STEM outcomes as well as considering the interacting role of students’ identity backgrounds.

Authors

• Ashlee Lester Sjogren, University of Virginia

• Theresa N. Melton, Clemson University

• Dana M. Sox, University of Virginia