Longitudinal Study of Gender and Race Differences in Math and CS Task Values

• In Event: Unpacking Gender and Race Dynamics in the Development of STEM Motivation Using Situated Expectancy-Value Theory

Abstract

Objectives
Situated Expectancy-Value Theory (SEVT) posits the advantages of maintaining high subjective task values (STVs)—intrinsic, attainment, and utility value—across domains for adolescents’ academic outcomes (Eccles & Wigfield, 2020). The development of STVs is domain-specific and varies by culturally prescribed social factors, such as gender and race (Eccles & Wigfield, 2020; Guo et al., 2018). Although these variations have been extensively studied in math STVs due to their foundational role in STEM, computer science (CS) STVs have received less attention. More work needs to be done on how intersectional differences in gender and race/ethnicity impact the development of STVs in these domains (Wigfield & Eccles, 2020). This is important to gain a more nuanced understanding of STEM motivation, highlighting the social and cultural cues that shape motivation.
The present study was grounded in SEVT, examining the longitudinal trajectories of attainment, intrinsic, and utility values in math and CS among high school students and the impacts of gender and racial/ethnic intersections on STVs over time.
Method
The analytic sample included 932 participants initially in Grades 7–10, including 2,016 responses across three time points during the 2021/2022 academic year (see Table 1 for demographics). Three STV variables were measured for math and CS, separately (see Table 2 for preliminary analysis). We used Stata15.0 to conduct a series of multilevel growth models, examining a data structure where students (individual-level/Level-2) were repeatedly measured across time (time-level/Level-1) for math and CS (Table 3).
Results
The different patterns of gender, race, and their interactions were found across math and CS STVs (Model 2, Tables 4–9). Girls reported lower STVs than boys from some racial groups at T1: CS STVs among Hispanic/Latine and multiracial girls; math intrinsic and attainment values among white girls; math intrinsic values among Black girls.
Averaging across participants, the overall change of CS utility values declined across the academic year (Figure 1); other task values remained stable (Model 1, Tables 3–8). Regarding gender differences across race/ethnicity, girls’ changes were in math STVs: Asian girls’ attainment values decreased, and white girls’ utility values increased over the academic year (Figures 2 and 6). Conversely, boys’ changes were in CS SVTs: Hispanic/Latinx boys’ three STVs decreased, and multiracial boys’ intrinsic values decreased over the academic year (Figures 3 and 4).
Significance
This study highlights the important intersectionality of gender and race in the development of math and CS STVs. More gender gaps in STVs were found in CS than in math, and the gaps were larger within Hispanic/Latine, white, and multiracial students. The drop over time for CS task values for Hispanic/Latine and multiracial boys suggests the need for interventions to support their belief in the importance, interest, and usefulness of CS knowledge. The consistent patterns of these gaps across STVs suggest the need for more explicit investigations on the determinates of gaps. By addressing these specific needs, we can reduce math and CS motivation gaps, promoting achievement and engagement in these fields.

Authors

• Daijiazi Tang, University of Michgan

• Allison Master, University of Houston