Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach

Burns, Emma; Lowe, Kevin; Leonard, Annie; Tsiamis, Jessica

doi:10.1016/j.cedpsych.2022.102125

Cited by 4 publications

(3 citation statements)

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“…There is a burgeoning body of empirical research on motivation theories from an intersectional perspective with a diverse student population and subject disciplines in recent years (e.g., Burns et al, 2023;Hsieh et al, 2021;French et al, 2023). Many have censured the whiteness of motivation research and the untenable presumption that motivational processes are universal or culturally invariant (Burns et al, 2023; DOI: 10.2147/exr Available online at Journals.aijr.org Zhang & Gao,Extsv. Rev.…”

Section: Intersectionality In Educational Psychology and Curriculum S...mentioning

confidence: 99%

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Zhang,

Gao

2024

Extsv. Rev.

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The review article draws on key literature on intersectionality: theory, methodology, and empirical applications in Educational Psychology and Curriculum Studies. The review points out the urgent need to account for diverse learners’ intersectional identities (racial/ethnic backgrounds, gender, linguistic ability, citizenship status, and other social identity markers) and embrace a social-justice-oriented praxis in education. We argue that integrating the intersectionality framework with existing learning theories, methods (quantitative, qualitative, and mixed), and pedagogies is possible and necessary. Based on the critical review, we propose four recommendations for researchers and practitioners in Educational Psychology and Curriculum Studies: (a) staying faithful to the activism and liberatory commitment of intersectionality, (b) adopting appropriate method(s) and methodology with sound epistemological and axiological orientations, (c) reconceptualizing extant learning theories, which entails the re-thinking and validation of some education and psychological constructs, and (d) encouraging teaching and research on intersectionality and/or from an intersectional lens. The review article can serve as a guideline to incorporate intersectionality as theory and analytical framework. It is only through these practices that center intersectionality that we, as researchers and practitioners, become capable of creating a more equitable and inclusive learning environment from K-12 to Higher Education.

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Section: Intersectionality In Educational Psychology and Curriculum S...mentioning

confidence: 99%

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Zhang,

Gao

2024

Extsv. Rev.

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“…Australian Marsh (1987) introduced the "big pond little fish" effect and has subsequently found bidirectional pathways between academic self-concept and achievement (e.g., Marsh et al, 2005Marsh et al, , 2022. His contemporary, Andrew Martin, has made theoretical and empirical contributions to our understanding of positive and negative motivation and engagement, including differences between genders and implications for learning (Martin, 2003(Martin, , 2004(Martin, , 2009Green et al, 2012;Martin et al, 2015), while multiple research teams have considered the interactions of gender and culture, task values and efficacy beliefs when predicting high school students' engagement and achievement in Science, Technology, Engineering and Mathematics subjects (e.g., Berger et al, 2020;Burns et al, 2023;Watt et al, 2012).…”

Section: Australian Contributionsmentioning

confidence: 99%

The brain and learning: New drives to integrate applied cognitive science in Australian education.

Van Bergen

2024

Journal of Applied Research in Memory and Cognition

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There are new drives to integrate cognitive science findings into teacher education programs in Australian universities. A range of insights from cognitive science have relevance for education, including those related to retrieval practice, desirable difficulties, cognitive load, generation effects, expertise reversal effects, and more. While current Australian Professional Standards for Teachers do not specify specific content from the cognitive and psychological sciences that preservice teachers at university should study, a new Federal panel endorsed by all Education Ministers has recommended the implementation of mandated new core content about the brain and learning. This "Applied Cognitive Science Around the Globe" article discusses the knowledge that is included and missed in the core content for Australian teachers, the generalizability of findings across learner ages and contexts, the evolution of new knowledge, and the ongoing importance of building Australian teachers' research literacy skills to embed this knowledge in classrooms.

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“…And where are the similarities in advantaged and disadvantaged peoples' lived experiences given that these social categories are inherently different? These three questions have provided the foundation for a plethora of studies on how intersectional identities (e.g., immigration, ableness, religion, body image, sexuality, education, and career) result in individual and group experiences of privilege and oppression during adolescence and young adulthood (Burns et al 2023, Casanova 2022, Cole 2009, Fish & Counts 2021, Hammack et al 2022, Hurtado 2018.…”

Section: History Definitions and Metaphors Of Intersectionalitymentioning

confidence: 99%

Social Identities and Intersectionality: A Conversation About the What and the How of Development

Azmitia,

Garcia Peraza,

Casanova

2023

Annu. Rev. Dev. Psychol.

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Research on the development of social identities in early and middle childhood has largely focused on gender; increasingly, however, theory and research have addressed the development of ethnic/racial, social class, sexual, and immigrant identities. Moreover, it is assumed that individuals’ thinking about and articulating of the intersectionality between their social identities emerge in adolescence and young adulthood, but a growing body of work has shown that minoritized children conceptualize their intersectional identities by middle childhood. This article reviews that work and addresses how interdisciplinary scholarship and quantitative and qualitative methodologies can deepen our understanding of the development of social identities and intersectionality. We take a contextual approach to investigate how relational and cultural contexts contour the socialization of social and intersectional identities. Most of our review focuses on theory and research in the United States; however, because we aim to consider immigrant identity, we also include theory and research on how immigrant families and communities help minoritized children and youth navigate their identities in schools and communities and cope with discrimination.

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Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach

Cited by 4 publications

References 63 publications

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

The brain and learning: New drives to integrate applied cognitive science in Australian education.

Social Identities and Intersectionality: A Conversation About the What and the How of Development

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