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Unpacking Gender and Race Dynamics in the Development of STEM Motivation Using Situated Expectancy-Value Theory
Thu, April 24, 8:00 to 9:30am MDT (8:00 to 9:30am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3DSession Type: Symposium
Abstract
This symposium examined the dynamic interaction of gender and race in shaping students’ motivation in STEM fields. Grounded in Situated Expectancy-Value Theory, the symposium presents four studies that investigated how gender and race intersected to influence students’ motivational beliefs over time. These studies used longitudinal data and intervention to uncover patterns in motivation beliefs, task values, and perceived costs in STEM education. The findings highlight disparities across gender and racial groups and suggest targeted strategies to enhance positive motivation and reduce barriers, aiming to foster culturally responsive and inclusive STEM learning environments.
Sub Unit
Chairs
Papers
Reciprocal Effects of Stereotypes and Perceived Teacher Support on Math Motivational Consequences: Gender by Race/Ethnicity - Hyewon Lee, University of California - Irvine; Glona Lee-Poon, University of California - Irvine; Sandra D. Simpkins, University of California - Irvine; Jacquelynne S. Eccles, University of California - Irvine
Longitudinal Study of Gender and Race Differences in Math and CS Task Values - Daijiazi Tang, University of Michgan; Allison Master, University of Houston
Do Students Increasingly Identify Themselves as Either a “Math Person” or “Reading Person” During K-12? - Sirui Wan, University of Mississippi; Jing Tian, Fordham University; Siling Guo, University of California - Irvine
Testing a Weekly Cost Reduction Intervention Among Calculus Students - Patrick N. Beymer, University of Cincinnati; Yeo-eun Kim, Sungkyunkwan University; Elise C. Allen, University of Northern Colorado; Emily Quinn Rosenzweig, Teachers College, Columbia University