Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values

Journal article

Guo, Jiesi, Eccles, Jacquelynne Sue, Sortheix, Florencia M. and Salmela-Aro, Katariina. (2018). Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology. 9, pp. 1 - 15. https://doi.org/10.3389/fpsyg.2018.01111
AuthorsGuo, Jiesi, Eccles, Jacquelynne Sue, Sortheix, Florencia M. and Salmela-Aro, Katariina
Abstract

Drawing on Eccles' expectancy-value model of achievement-related choices, we examined how work values predict individual and gender differences in sciences, technology, engineering, and math (STEM) participations in early adulthood (ages of 25/27, 6 or 8 years after postsecondary school), controlling for subjective task values attached to academic subjects in late adolescence (11th grade, age 18). The study examined 1,259 Finnish participants using a person-oriented approach. Results showed that: (a) we could identify four profile groups based on five core work values (society, family, monetary, career prospects, and working with people); (b) work-value profiles predicted young adults actual STEM participation in two fields: math-intensive and life science occupations above and beyond academic task values (e.g., math/science) and background information; (c) work-value profiles also differentiate between those who entered support- vs. professional-level STEM jobs; and (d) gender differences in work value profiles partially explained the differential representation of women across STEM sub-disciplines and the overall underrepresentation of women in STEM fields.

Keywordsgender differences; work values; task values; STEM; career choice
Year2018
JournalFrontiers in Psychology
Journal citation9, pp. 1 - 15
PublisherFrontiers Media S.A.
ISSN1664-1078
Digital Object Identifier (DOI)https://doi.org/10.3389/fpsyg.2018.01111
Scopus EID2-s2.0-85049655513
Open accessOpen access
Page range1 - 15
Research GroupInstitute for Positive Psychology and Education
Publisher's version
License
Place of publicationSwitzerland
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Guo, Jiesi, Wang, Ming-Te, Ketonen, Elina E., Eccles, Jacquelynne S. and Salmela-Aro, Katariina. (2018). Joint trajectories of task value in multiple subject domains : From both variable- and pattern-centered perspectives. Contemporary Educational Psychology. 55, pp. 139-154. https://doi.org/10.1016/j.cedpsych.2018.10.004
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D. and Dicke, Theresa. (2018). Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data. Learning and Instruction. 58, pp. 210 - 219. https://doi.org/10.1016/j.learninstruc.2018.07.007
An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years
Marsh, Herbert W., Pekrun, Reinhard, Murayama, Kou, Arens, A. Katrin, Parker, Philip D., Guo, Jiesi and Dicke, Theresa. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology. 54(2), pp. 263 - 280. https://doi.org/10.1037/dev0000393
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups
Marsh, Herbert W., Guo, Jiesi, Parker, Philip D., Nagengast, Benjamin, Asparouhov, T., Muthen, Bengt and Dicke, Theresa. (2018). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychological Methods. 23(3), pp. 524 - 545. https://doi.org/10.1037/met0000113
Inequity and excellence in academic performance: evidence from 27 countries
Parker, Philip D., Marsh, Herbert W., Jerrim, John P., Guo, Jiesi and Dicke, Theresa. (2018). Inequity and excellence in academic performance: evidence from 27 countries. American Educational Research Journal. 55(4), pp. 836 - 858. https://doi.org/10.3102/0002831218760213
An information distortion model of social class differences in math self-concept, intrinsic value, and utility value
Parker, Philip D., Marsh, Herbert W., Guo, Jiesi, Anders, Jake, Shure, Nikki and Dicke, Theresa. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology. 110(3), pp. 445-463. https://doi.org/10.1037/edu0000215
A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents
Donald, James N., Ciarrochi, Joseph, Parker, Philip D., Sahdra, Baljinder K., Marshall, Sarah L. and Guo, Jiesi. (2018). A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents. Journal of Personality. 86(4), pp. 619 - 630. https://doi.org/10.1111/jopy.12340
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals
Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Pekrun, Reinhard, Guo, Jiesi and Televantou, Ioulia. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology. 110(8), pp. 1112 - 1126. https://doi.org/10.1037/edu0000259
Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Dicke, Theresa. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. 49, pp. 81-91. https://doi.org/10.1016/j.learninstruc.2016.12.007
Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals
Donald, James, Atkins, Paul W., Parker, Phil, Christie, Alison M. and Guo, Jiesi. (2017). Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals. Journal of Personality. 85(5), pp. 716 - 729. https://doi.org/10.1111/jopy.12279
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Van Zanden, Brooke, Marsh, Herbert W., Seaton, Marjorie, Parker, Philip D., Guo, Jiesi and Duineveld, Jasper J.. (2017). How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes. Learning and Instruction. 47, pp. 25-32. https://doi.org/10.1016/j.learninstruc.2016.09.002
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Dicke, Theresa, Pekrun, Reinhard, Murayama, K. and Lichtenfeld, Stephanie. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology. 109(3), pp. 425 - 438. https://doi.org/10.1037/edu0000144
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert Warren, Craven, Rhonda G., Parker, Phil D., Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory
Guo, Jiesi. (2016). The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory [Thesis]. https://doi.org/10.4226/66/5a9cc030b0ba5
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert W., Craven, Rhonda, Parker, Phil, Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes
Guo, Jiesi, Nagengast, Benjamin, Marsh, Herbert Warren, Kelava, Augustin, Gaspard, Hanna, Brandt, Holger, Cambria, Jenna, Flunger, Barbara, Dicke, Anna-Lena, Häfner, Isabelle, Brisson, Brigitte and Trautwein, Ulrich. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open. 2(1), pp. 1 - 20. https://doi.org/10.1177/2332858415626884
Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective
Guo, Jiesi, Parker, Philip D., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology. 51(8), pp. 1163-1176. https://doi.org/10.1037/a0039440
Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study
Guo, Jiesi, Marsh, Herbert W., Morin, Alexandre J. S., Parker, Philip D. and Kaur, Gurvinder. (2015). Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study. American Educational Research Journal. 52(2), pp. 371-402. https://doi.org/10.3102/0002831214565786
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Yeung, Alexander Seeshing. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study. Learning and Individual Differences. 37, pp. 161-168. https://doi.org/10.1016/j.lindif.2015.01.008