Gender Differences in STEM Vocational Interests: Differential Effects of Mathematics Achievement

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-1 - Motivation, Learning, and Instruction in STEM

Abstract

Despite the closing gender gap in mathematics achievement, the gender gap in interest for STEM careers remains significant (Voyer & Voyer, 2014). Research has indicated that achievement impacts motivation for choices and achievement (Wigfield & Cambria, 2010); however, too little is known about how boys’ and girls’ achievement is related to vocational interests in STEM (Su, Rounds, & Armstrong, 2009) and how peer achievement impacts vocational interest. Data were collected from 2590 tenth grade students. Mathematically-intensive domains were positively associated with STEM vocational interests and achievement in verbally-intensive domains was positively associated with those less related to STEM. Latent mathematical and verbal achievement differentially predicted STEM vocational interests; being in a higher mathematics performing class enhanced STEM interests of boys.

Authors

• Jenna Cambria, University of Arkansas

• Holger Brandt

• Eike Wille, University of Tuebingen

• Benjamin Nagengast, University of Tübingen

• Ulrich Trautwein, University of Tubingen