Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support

Starr, Christine R.; Tulagan, Nestor; Simpkins, Sandra D.

doi:10.1007/s10648-022-09700-6

Cited by 18 publications

(16 citation statements)

References 92 publications

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“…Participants reported that their families expressed pride in their pursuit of the sciences, which took the form of providing words of encouragement or emotional support when they doubted their decision. This finding is consistent with previous literature, highlighting the importance of nontraditional, culturally grounded support among Latinx high school students and their families (Ramos Carranza & Simpkins, 2021;Soto-Lara & Simpkins, 2022;Starr et al, 2022;Tulagan et al, 2022). Our results are also consistent with Hill's (2010) description of cultural values and belief systems impacting family members' everyday interactions and processes.…”

Section: Discussionsupporting

confidence: 93%

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The role of family in Latinx students’ science education and career pursuit.

Thursby Bourke,

Sánchez,

Monjaras-Gaytan

et al. 2024

Journal of Latinx Psychology

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This study aimed to identify the ways in which families shape Latinx students' science education and career aspirations as well as the gender patterns in how families shape their experiences. Qualitative in-depth, one-on-one interviews were conducted with students from a science-mentoring program for Latinx students. The sample included 11 Latinx high school and college students (M age = 18 years old, SD = 1.84, range = 16-21 years old, 55% male, 45% female) from lower income families. A three-phase modified grounded theory approach was used to develop codes and themes regarding the ways students discussed the ways their families influenced their experiences in the sciences. Families shaped students' experiences in the sciences through: (a) communicating a sense of pride and encouragement, (b) having high educational expectations, (c) their limited experiences with higher education (e.g., the application process, funding, degree selection), and (d) balancing academic and familial responsibilities. There were gender patterns in families' messages and expectations expressed to participants. Suggestions for interventions and future research are provided. Public Significance StatementLatinx students' science education and career pursuits are shaped by their families. While families showed (a) encouragement and pride and (b) high expectations, students discussed families' limited experiences with higher education and the difficult balancing act between their familial and academic responsibilities. Some of the support provided and family expectations were rooted in traditional cultural and gendered beliefs.

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Section: Discussionsupporting

confidence: 93%

“…support, encouragement) is associated with more positive STEM-related motivational beliefs among Latinx and Black students (Starr et al, 2022).…”

Section: Role Of Family In Latinx Students' Science Educationmentioning

confidence: 96%

The role of family in Latinx students’ science education and career pursuit.

Thursby Bourke,

Sánchez,

Monjaras-Gaytan

et al. 2024

Journal of Latinx Psychology

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“…In line with this, Starr et al, (2022/this issue) conducted a systematic review of the STEM socialization processes of caregivers that shape Black and Latinx adolescents' motivation beliefs in STEM. Their literature review indicates that children's motivation beliefs are higher when parents put in place co-activity, show that STEM is important, and expect that their children will succeed even if parents do not have a great deal of knowledge in STEM.…”

Section: Findings On the Quality Of Parents' Involvement Indicate Tha...mentioning

confidence: 97%

“…A central goal of educational systems over the world is to support students' learning in a variety of school subjects. Other goals include developing the core competencies (reading, writing, maths) individuals need to function effectively in society, helping students to discover their core interests and then to pursue a career path that suits them (Guay et al, 2020), to establish positive relationships not only with their peers, but also with their teachers (Hamre & Pianta, 2001), and to nurture students' natural curiosity, even develop a passion (Vallerand et al, 2020). In these important endeavors, motivation is recognized as an important personal resource that fosters students' engagement and curiosity in their schoolwork and consequently achievement and perseverance in different school disciplines Pintrich, 2003).…”

mentioning

confidence: 99%

Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

Guay

2022

Educ Psychol Rev

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This special issue on the development of academic motivation covers many issues that are groundbreaking in the field of motivation and interpersonal relationships. In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research. I hope that the articles in this special issue will stimulate new research that would have the potential to advance the field but that would also be useful to research professionals working day to day with children and adolescents.

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“…However, this research has largely focused on White populations—a group who holds a position of privilege in STEM (Martin, 2009; McGee, 2018). Given that we know less about the motivational processes among other racial/ethnic groups and the patterns may not generalize across groups (Hsieh et al, 2021; Starr, Tulagan, & Simpkins, 2022), research charting math motivational development for diverse youth in the United States is necessary for our society to better support the STEM success of all youth, particularly those who have been historically marginalized.…”

Section: The Complex Changes In Adolescents’ Math Motivational Beliefsmentioning

confidence: 99%

Trajectories of math expectancies for success and values in Latinx and Asian students.

Lee-Poon,

Simpkins

2024

Developmental Psychology

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The heterogeneity in the developmental trajectories of math motivational beliefs (i.e., expectancies for success and subjective task value beliefs) was examined among Asian and Latinx male and female students from Southern California across Grades 8 through 10 (n = 2,710; 50% female; 85% Latinx; 15% Asian; M age = 13.77). By conducting growth mixture modeling, we identified two classes of stable trajectories for expectancies for success; five classes of stable, decreasing, or increasing trajectories for interest and utility value; and three classes of stable, decreasing, or increasing trajectories for attainment value. The group comparisons demonstrated that variability exists in adolescents' motivational belief development at the intersection of their race/ethnicity and gender for some trajectories. For example, Latina adolescents were more likely to maintain moderate expectancies for success than high expectancies for success compared to Latino and Asian male adolescents, but Asian female adolescents did not differ in their level of expectancies for success from the two male groups. Also, we found Latina adolescents displayed smaller decreases in interest compared to Asian female adolescents and in utility value compared to Latino adolescents. The findings from the present study challenge traditional stereotypes in math and highlight positive motivational belief development in students who are marginalized in math (e.g., Latina adolescents). Public Significance StatementThis study suggests that there are multiple, distinct patterns of students' math motivational belief development during the transition from middle to high school and that Asian/Latinx male/female students do not always display decreases in their motivational beliefs across adolescence. Our findings suggest that interventional efforts employed during middle and high school have the potential to foster students' motivational beliefs. Additionally, our findings help guide applied efforts to address the societal and systematic challenges in science, technology, engineering, and math by displaying the issues of marginalization and privilege based on race/ethnicity and gender.

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Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support

Cited by 18 publications

References 92 publications

The role of family in Latinx students’ science education and career pursuit.

The role of family in Latinx students’ science education and career pursuit.

Sociocultural Contexts and Relationships as the Cornerstones of Students’ Motivation: Commentary on the Special Issue on the “Other Half of the Story”

Trajectories of math expectancies for success and values in Latinx and Asian students.

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