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Findings indicate parental education predicts high school and college mathematics and science enrollment, with partial mediation by students’ and parents’ future STEM identity and motivational beliefs. 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beliefs.",{"name":74,"@type":61,"acceptedAnswer":75},"Why do the authors suggest psychological interventions?",{"text":76,"@type":64},"Because the mediation by motivational beliefs and identity indicates that psychological factors may be modifiable, offering a way to reduce social class gaps in STEM course taking and expand opportunities and careers.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},590663,1792192050,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,119,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nUnderstanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation  \nRyan C. Svoboda  \nNorthwestern University  \nChristopher S. Rozek  \nUniversity of Chicago  \nJanet S. Hyde  \nJudith M. Harackiewicz  \nUniversity of Wisconsin-Madison  \nMesmin Destin  \nNorthwestern University  \nHigh school students from lower–socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identitybased and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students’and parents’future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students.  \nKeywords: motivation, identity, math education, science education, social class  \nHigH school students from lower–socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds (Bozick & Ingels, 2008; Lee & Burkam, 2003; Schneider, Swanson, & Riegle-Crumb, 1998; Simpkins, Davis-Kean & Eccles, 2006; Tyson, Lee, Borman,& Hanson, 2007). For example, in an analysis of Florida high schools, only 14.1% and 15.9% of students receiving free lunch enrolled in science classes beyond Chemistry I and mathematics classes beyond Algebra II, compared to 28.8% and 32.6% of students not receiving free lunch (Tyson et al., 2007) . It is believed that this failure to take advanced courses influences low-SES students’academic achievement, college completion, and entry into several careers (Adelman, 2006; Lee & Bryk, 1988; Maltese & Tai, 2011) . This is especially the case for enrollment in advanced high school mathematics (e.g., calculus and precalculus) and science (e.g., physics) courses, which have been found to be strong predictors of a range of educational outcomes, including test scores, high school completion, college enrollment, majors, and  \ngraduation (Adelman, 2006; Attewell & Domina, 2008; Maltese & Tai, 2011; Riegle-Crumb & Grodsky, 2010; Trusty, 2002; Tyson et al., 2007) . Therefore, high school is a critical period for science, technology, engineering, and mathematics (STEM) career preparation as these advanced high school mathematics and science courses act as gatekeepers to future STEM major and career choices (Andersen & Ward, 2014; Maltese & Tai, 2011) .  \nBackground  \nSeveral potential mechanisms have been proposed to explain the relationship between SES and STEM course taking, including parents’ and students’ behaviors and motivational beliefs, cultural and social capital, and neighborhood and family characteristics (Coleman, 1987; Davis-Kean, 2005; Eccles et al., 1993; Horvat, Weiniger, & Lareau, 2003; Watkins, 1997) . Research on broad neighborhood and family characteristics suggests that families with higher incomes and levels of education are more likely to live in  \nCreative Commons CC-BY: This article is distributed under the terms of the Creative Commons Attribution 3.0 License  \n([http://www.creativecommons.org/licenses/by/3.0/](http://www.creativecomm","cbCaidCLXeQK6e1D","https://ap.wps.com/l/cbCaidCLXeQK6e1D","pdf",436410,13,"English","# Background\n## Mechanisms linking SES and STEM course taking\n## Neighborhood, behavioral, and motivational factors\n## Interactions among family and student levels","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"The study explains the relationship between socioeconomic status, parental education, and students’ mathematics and science (STEM) course taking using identity-based and expectancy-value theories of motivation.\"},{\"question\":\"How are data for the study collected?\",\"answer\":\"The researchers gather reports from students and their parents about expectations, values, and future identities for STEM topics starting in middle school and continuing through age 20.\"},{\"question\":\"What do the results show about parental education and STEM enrollment?\",\"answer\":\"Parental education predicts students’ mathematics and science course taking in high school and college, and this relationship is partially mediated by students’ and parents’ future STEM identity and motivational beliefs.\"},{\"question\":\"Why do the authors suggest psychological interventions?\",\"answer\":\"Because the mediation by motivational beliefs and identity indicates that psychological factors may be modifiable, offering a way to reduce social class gaps in STEM course taking and expand opportunities and careers.\"}]","Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation | PDF",1792070155,33]