Poster #26 - Predictors of High School Students’ Advanced STEM Course Intentions

• In Event: Poster Session 04

Abstract

Taking advanced STEM courses in high school is a predictor of STEM persistence (Lichtenberger & George-Jackson, 2012); however, gender disparities exist in high school advanced STEM course enrollment. In 2019, females comprised less than half of Advanced Placement (AP) exam takers in most STEM subjects (NSF, 2022). The Expectancy-Value Theory (Eccles et al., 1983) and Self-Determination Theory (Ryan & Deci, 2002) posit that a combination of internal factors (e.g., psychological needs satisfaction, intrinsic motivation, utility value), external factors (e.g., grades and teacher encouragement), and course environment (e.g., demographic composition and inclusivity) contribute to greater achievement and persistence in STEM (Moore et al., 2020, Mulvey et al., 2022). However, researchers have yet to explore how these motivational factors might differ between adolescent boys’ and girls’ advanced STEM course intentions.

This study explores gender differences in motivational factors (i.e., internal, external, STEM course environment) associated with high school students’ intention to take advanced STEM courses (i.e., Honors, AP, IB). The sample includes students (N = 650, Mage = 15.10, SD = 0.82) from five public high schools in the Southeastern United States (49.2% girl, 50.8% boy). The sample is 51.8% racially majoritized (i.e., White) and 48.2 % racially minoritized (i.e., 29.5% Black, 18.6% Latinx/Hispanic). In January to April 2022, students responded to an online survey regarding their experiences within STEM classes. Students responded to an item regarding their intention to take an advanced STEM course (yes, no/unsure) and explained their choice (students’ reasoning will also be presented although it is not included here). Students completed items/measures that explored internal motivators: psychological needs satisfaction (Deci et al., 2001), STEM class belonging (Mulvey et al., 2022), intrinsic motivation (Vallerand & Blanchard, 2000), and educational goals (no college, at least some college). Students answered items for external motivators adapted from Kurlaender & Yun, 2001: grades in STEM courses (A’s/B’s, C’s or less) and encouragement (yes/no) from teachers, counselors, peers, parents, and siblings. Students responded to items regarding their current STEM course environment: current placement (advanced, not advanced), gender composition, racial composition, and inclusion for gender and racial groups (adapted from Kurlaender & Yun, 2001).

Results of the multigroup logistic regression (conducted in MPlus) suggest that different factors influence girls’ and boys’ intention to enroll in high school advanced STEM courses (see Figures 1, 2). Girls were primarily motivated by internal factors (i.e., psychological needs satisfaction, belonging, intrinsic motivation, college goals) and parent encouragement. Boys were also motivated by belonging in their STEM courses. However, unlike girls, boys were motivated by getting good grades (A’s and B’s) in STEM courses and their current STEM course enrollment.

To reduce gender disparities in high school advanced STEM courses, our results suggest that STEM educators and policies might consider enhancing girls’ sense of belonging and intrinsic motivation in STEM classes and encouraging their goals for higher education. In addition, more encouragement from parents might motivate their daughters to take more advanced STEM courses.

Authors

• Jacqueline Cerda-Smith, North Carolina State University
  Presenting Author

• Angelina Joy, Purdue University, West Lafayette

• Channing Jamielle Mathews, University of Virginia - Charlottesville

• Kelly Lynn S Mulvey, North Carolina State University