Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement

Journal article


Hsieh, Ta-yang, Simpkins, Sandra D. and Eccles, Jacquelynne S.. (2021). Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement. Contemporary Educational Psychology. 66, p. Article 101974. https://doi.org/10.1016/j.cedpsych.2021.101974
AuthorsHsieh, Ta-yang, Simpkins, Sandra D. and Eccles, Jacquelynne S.
Abstract

Individuals' math motivational beliefs are theorized to shape their STEM achievement and engagement in high school and beyond. Combining situated expectancy-value theory and intersectionality framework, the goals of this study were to (a) identify the unique patterns of U.S. high school students' math motivational beliefs, (b) examine differences in the patterns based on the intersection of gender and race/ethnicity, and (c) test the extent to which these patterns predicted differences in students' math achievement and classroom behavioral engagement for each of the gender by racial/ethnic groups. The current study included 16,120 high schoolers (50% female; 63% White, 17% Latina/o, 11% Black, and 9% Asian Americans; Mage = 14.46 at Grade 9) from the High School Longitudinal Study. There were six unique patterns of students' math motivational beliefs: Overall High, Above Average but not Identified, Identified but Average Value, Average, Low Identity, and Overall Low. Pattern membership at the intersection of gender and race/ethnicity showed nuances that could not be represented by gender or race/ethnicity alone; for example, male and female Asian American adolescents had similar patterns, but many male and female adolescents of other racial/ethnic groups had different patterns. Adolescents' math motivational belief patterns were associated with their Grade 11 math achievement and behavioral engagement even after controlling for prior math achievement and family socioeconomic status, and the associated varied by the gender and racial/ethnic groups.

Keywordsmath; motivational beliefs; intersectionality; person centered; high school
Year2021
JournalContemporary Educational Psychology
Journal citation66, p. Article 101974
PublisherElsevier Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2021.101974
Scopus EID2-s2.0-85106903678
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-14
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online09 May 2021
Publication process dates
Deposited16 Nov 2021
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