The Social Context of STEM Processes and Outcomes among Underrepresented High School Students

Session Type: Paper Symposium

Abstract

Progress in Science, Technology, Engineering, and Math (STEM) is needed for the U.S. to be competitive in the global economy and to solve imminent threats regarding energy and the environment, global health, and water resources. Pathways into STEM fields are dynamic yet there remains a critical shortage of women and racial/ethnic minorities in these fields. It is necessary to identify factors that contribute to interest, motivation, engagement, and achievement in order to combat the shortage in the workforce. Adolescents are engaged in identity exploration and formation which can lay the foundation for subsequent educational and career decisions (Lauermann, Tsai, & Eccles, 2017) underscoring the need to explore STEM processes and outcomes among underrepresented students.

The papers in this symposium draw on motivational theories (Expectancy-Value Theory of Achievement-Related Behaviors; Eccles et al., 1983 and Self-Determination Theory; Deci & Ryan, 2000) to explore factors that contribute to STEM outcomes among underrepresented youth. Paper 1 utilized path analysis and experimental manipulation to examine STEM stereotypes and self-perceptions that contributed to STEM motivation. Paper 2 conducted a series of path models that explored whether parent involvement in STEM contributed to STEM Interest and achievement via STEM self-efficacy and utility values. Paper 3 used a daily diary approach to investigate within- and between-person effects of autonomy, relatedness, and competence on adolescent’s engagement. The findings from these papers highlight influential factors that contribute to underrepresented adolescents’ STEM outcomes. An expert on adolescence, diversity and equity in STEM will discuss the papers and provide commentary.

Sub Unit

• Education, Schooling

Chair

• Aryn M Dotterer, Utah State University

Discussant

• Sandra Simpkins, University of California - Irvine

Individual Presentations

• “Born to Code”: Do Nerd-Genius Stereotypes affect High Schoolers’ pSTEM Motivation? - Presenting Author: Christine R Starr, University of California - Irvine; Non-Presenting Author: Campbell Leaper, University of California - Santa Cruz

• Parent Involvement, Expectancy Values, and STEM Outcomes among Underrepresented Adolescents - Presenting Author: Aryn M Dotterer, Utah State University

• Daily classroom experiences and math engagement among African American high school students. - Presenting Author: Olivenne Doreen Skinner, Wayne State University