STEM Stereotypes, Needs Satisfaction, and Intrinsic Motivation in Adolescents: The Role of Stereotypes in Self-Determination

• In Event: Understanding the Antecedents of Gender and Ethnic Underrepresentation in STEM: Stereotypes, Motivation, and Belonging

Abstract

Objectives. As of 2018, there are still gender and ethnic inequalities in STEM (National Center for Science and Engineering Statistics, 2021). For example, women earned about half of all bachelor’s degrees in STEM, but only 22% of engineering degrees and 20% of computer science degrees and underrepresented ethnic minority students, earned 24% of all bachelor’s degrees in STEM (National Center for Science and Engineering Statistics, 2021). According to the National Science Board (2018), these disparities can also be seen in high school STEM courses. Research has shown that intrinsic motivation for math and science progressively declines throughout adolescence (Gottfried et al., 2001; Gottfried et al., 2007). Since intrinsic motivation has been associated with the fulfillment of students’ basic needs (autonomy, competence, and relatedness; Deci & Ryan, 2012; Ryan & Deci, 2017) and continued persistence in school, research is needed to identify barriers that limit students’ perceptions of their basic needs and their intrinsic motivation, such as stereotypes around who can and should be good at STEM.

Theoretical Framework. According to self-determination theory, people need to have their three basic needs (autonomy, competence, relatedness) met in order to feel intrinsically motivated (Deci & Ryan, 2012). Intrinsic motivation is important for academic success because it has been associated with higher academic performance, achievement, and STEM persistence (Brandenberger et al., 2018; Froiland & Davison, 2016; Simon et al., 2015). Past research has documented the relationship between needs satisfaction and intrinsic motivation (Kiemer et al., 2015; Lavigne et al., 2007) however it is unknown how one’s endorsement of or resistance to STEM stereotypes plays a role in this association. Therefore, this study examined the association between STEM stereotype endorsement, STEM stereotype resistance, needs satisfaction, and intrinsic motivation for adolescents in high school.

Methods. Participants (N = 273, 56.1% female, Mage = 15.76 years, SD = 1.24) from 5 U.S. high schools completed a survey about their attitudes towards their STEM classes and their beliefs in STEM stereotypes. Then structural equation modeling (see Figure 1) was used to analyze the associations between the key variables.

Results. Results showed that needs satisfaction was positively associated with intrinsic motivation. The new findings from this study also revealed a negative association between STEM stereotype endorsement and intrinsic motivation, and a positive association between STEM stereotype resistance and intrinsic motivation as well as indirect effects from the stereotype measures to intrinsic motivation through needs satisfaction.

Significance. This study provides new insight into key mechanisms that may be important for self-determination theory (Deci & Ryan, 1985; Deci & Ryan, 2012) by showing that needs satisfaction can act as a mediator between stereotypes and intrinsic motivation. The findings from this study suggest that schools and families should focus on countering stereotypic beliefs and increasing students’ needs satisfaction in order to promote intrinsic motivation.

Authors

• Angelina Joy, North Carolina State University

• Kelly Lynn Lynn Mulvey, North Carolina State University