Relations Between Parent Expectations and Youths’ Math Expectancies Through STEM Extracurriculars: Gender By College Generation Status

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 3
  In Roundtable Session: Family Matters: Parental Roles in Shaping Learning, Motivation, and Educational Pathways

Abstract

This study examined whether STEM extracurriculars mediate associations between parent expectations and youths’ initial levels and changes in math expectancies, and how these associations vary by gender and college generation status. Using HSLS:09 (N = 22,260), latent change score modeling revealed that parent expectations predicted initial math expectancies across all groups but influenced change only indirectly through STEM extracurriculars in two time periods (8th–9th grade and 9th–11th grade) among youth with college-educated parents. Notably, STEM extracurriculars from 9th to 11th grade were associated with smaller declines in math expectancies for all youth, regardless of college generation status, suggesting a protective role for those with non–college-educated parents. Findings underscore the importance of expanding equitable access to STEM extracurriculars to support underserved youth.

Authors

• Hyewon Lee, University of California - Irvine

• Christy R. Starr, University of Wisconsin - Madison

• Miranda G. Goldstein, University of California - Irvine

• Jacquelynne S. Eccles, University of California - Irvine

• Sandra D. Simpkins, University of California - Irvine