Predicting Math Achievement and STEM Career Interest Among Black Students: Limitations of Expectancy-Value Theory

• In Event: Critical Perspectives on Motivation in Racially and Ethnically Minoritized Students

Abstract

The current study explored whether expectancy-value theory constructs (math expectancies of success, interest, and utility) predicted math achievement and STEM career interest among Black students. Black students (n = 410), mostly from families with limited financial resources in an urban area, completed various questionnaires and assessments throughout middle and high school. No expectancy-value constructs in 6th grade predicted 10th grade mathematics achievement, though there was a trend for mathematics expectancies of success. In addition, expectancy-value constructs in 6th grade had minimal value for predicting 10th grade STEM career interest. Gender differences were present on some measures.These results add to growing evidence that expectancy-value theory does not make accurate predictions for future math achievement and STEM career interest among Black students.

Authors

• Rebecca Adler, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University