From Inquiry-Based Teaching to Science Career Aspirations: Unequal Motivational Pathways in Western China

• In Event: Science and STEM Identity Development and Formation

Abstract

This study examines how inquiry-based science teaching (IBST) influences students’ science career aspirations (CA) in western China through motivational beliefs (science self-efficacy, intrinsic value, and utility value).Using multilevel structural equation modeling (4,154 students,222 teachers) and grounded in Social Expectancy-Value Theory, we reveal sharply divergent pathways: IBST affects boys indirectly via motivation, but directly influences girls’ aspirations through identity-responsive mechanisms. Uyghur students benefit from a coherent instructional–motivational–aspirational pathway, while Tibetan students report symbolic aspirations decoupled from motivation or instruction. Han students show motivational saturation with little IBST effect. This study extends SEVT by revealing how culture, identity, and structural context shape STEM trajectories, offering new insights into equity-driven, culturally grounded science education reform.

Authors

• Jiali Li, Shanghai Normal University

• Qian Nie, East China Normal University

• WenJing Zhang, Shanghai Normal University

• Yanan Zhang, Renmin University of China

• Wei Wu, Peking University

• Huiqing Liang, Henan University

• Kai Zhao, Lingnan University