Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

Frontiers in Psychology
Ming-Te WangFeifei Ye

Abstract

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to...Continue Reading

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Citations

May 10, 2017·Frontiers in Psychology·Íris M OliveiraErik J Porfeli
Oct 6, 2020·Frontiers in Psychology·Susana González-PérezMilagros Sáinz
Jul 2, 2021·Journal of Experimental Child Psychology·Hili Eidlin LevyOrly Rubinsten
Sep 28, 2021·Veterinary Surgery : VS·Jennifer L PetersonMarije Risselada
Jan 22, 2021··Luz María Tobar Subía Contento, Brizeida Nohemi Gamez Aparicio

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