Gender-Ethnic Identification and the Development of STEM Achievement Behaviors

Principal Investigator: 
Project Overview
Background & Purpose: 

The purpose of this study is to describe and explain ethnic variations in gender differences in STEM attitudes, affect, and achievement among high school students. The project is grounded in an expectancy-value model of achievement related behaviors and examines gender and ethnic identification, as well as parental attitudes, as influences on adolescents' STEM attitudes, affect, and achievement. The development and stability of these constructs will also be assessed longitudinally.

Setting: 

Students from several high schools within the School District of Philadelphia are being sampled.

Research Design: 

The research design for this project is longitudinal and comparative and is designed to generate research which is associative and/or correlational (quasi-experimental). This project collects original data using school records and policy documents and paper and pencil self-completion questionnaires.

A series of 2 (gender) x 4 (ethnic group) Analyses of Covariance (ANCOVAs) will be run to assess gender and ethnic group differences and interactions in variables (including STEM attitudes, achievement, activities, and goals, as well as gender ideologies and self-esteem) while controlling for socioeconomic status (indicated by parental education and income). Multiple Regression (MR) analyses will assess the direct and indirect effects of gender-ethnic identification and parent attitudes and socialization practices on student attitudes and achievement. Bivariate correlations will assess the longitudinal stability and change of all constructs (including ethnic identification, gender ideology, and STEM attitudes and achievement), upon completion of the 3rd wave of data collection. Analyses will be run separately by ethnic group and gender.

Findings: 

Project findings will be added as they become available.