The emotional costs of computers: an expectancy-value theory analysis of predominantly low-socioeconomic status minority students’ STEM attitudes

Ball, Christopher; Huang, Kuo-Ting; Rikard, R. V.; Cotten, Shelia R.

doi:10.1080/1369118x.2017.1355403

Cited by 33 publications

(24 citation statements)

References 44 publications

(88 reference statements)

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“…The results of our study indicated that digital divide factors, especially mental access issues, still have an impact on students' attitudes toward STEM fields. Consistent with previous research on emotional costs, emotional costs prevented students from having a positive attitude toward STEM fields (Ball, Huang, Rikard, & Cotten, 2016). Our findings suggest that increasing students' gaming self-efficacy might be a possible solution to help alleviate students' emotional costs associated with computers and ICTs.…”

Section: Discussionsupporting

confidence: 89%

Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

et al. 2018

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Science, technology, engineering, and mathematics (STEM) careers are increasingly vital for countries, such as the United States and United Kingdom, to remain innovative and productive in the 21st century. Despite the growing demand and lucrative nature of STEM fields, minorities have remained traditionally underrepresented in STEM careers, possibly due to digital divide factors. In this study, we use social cognitive theory to explore the potential of video gameplay to provide a means of increasing minority students’ comfort with information and communication technologies, thereby increasing their positive STEM attitudes. Data were gathered during a large-scale computing intervention in an elementary school district in the southeastern United States. The results indicate that video game experiences may influence STEM attitudes via the mediating role of computer self-efficacy and emotional costs. Video gameplay, including games for entertainment, may be beneficial for young digitally divided populations as it may provide them with positive enactive experiences with technology.

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Section: Discussionsupporting

confidence: 89%

Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

et al. 2018

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“…EVT has been used widely in science education research to understand the relationship between students' motivational science beliefs and key science outcomes (e.g., Andersen & Chen, 2016;Andersen & Ward, 2014;DeBacker & Nelson, 1999;Guo, Marsh, Parker, Morin, & Dicke, 2017;Sullins, Hernandez, Fuller, & Tashiro, 1995;Wang & Degol, 2013). Similar research has been conducted in other STEM areas (e.g., Ball, Huang, Cotten, & Rikard, 2017; Ball, Huang, Rikard, & Cotten, 2019;Caspi et al, 2019;Gaspard et al, 2019;Gottlieb, 2018;Lauermann et al, 2017;Perez, Wormington, et al, 2019;Riegle-Crumb et al, 2011). Researchers theorize that EVT is shaped by a mix of psychological, contextual, cultural, and social factors (Eccles, 2009;Eccles et al, 1983), and therefore individual choices are assumed to be embedded in and reflect the social and cultural forces of the individuals' environments (Wigfield & Cambria, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

2020

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The purpose of this study was to investigate the math and science beliefs of underrepresented students, with a focus on first-generation college (FGC) students. We do so by estimating a typology of high school students based on their mathematics and science beliefs and examining which group(s) students were more likely to be in. We used latent profile analysis and a nationally representative sample of high school students from the High School Longitudinal Study of 2009. We identified four groups, low-all, medium-low science/medium-high math, medium-high science/medium-low math, and high-all. Among these four groups, FGC students were overrepresented among students in the low-all group, which had negative math and science beliefs and the worst math, science, and STEM (science, technology, engineering, and mathematics) outcomes. Our findings have for research on FGC students as well as for practitioners who work with them.

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“…STEM intent is positively associated with school-based and extracurricular enrichment activities as early as primary school (Moller, et al, 2015) and continues through early adolescence (Mahoney, 2010). Recent research probes the potential for digital resources in schools to slow the leakage from the STEM pipeline and builds upon scholars pioneering the use of gaming and VR experiences to bring low-income students into STEM careers (Ball, et al, 2018(Ball, et al, , 2017Ball, et al, 2019).…”

Section: Educationmentioning

confidence: 99%

Digital inequalities 2.0: Legacy inequalities in the information age

Robinson¹,

Schulz²,

Blank³

et al. 2020

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2020 marks the 25th anniversary of the “digital divide.” Although a quarter century has passed, legacy digital inequalities continue, and emergent digital inequalities are proliferating. Many of the initial schisms identified in 1995 are still relevant today. Twenty-five years later, foundational access inequalities continue to separate the digital haves and the digital have-nots within and across countries. In addition, even ubiquitous-access populations are riven with skill inequalities and differentiated usage. Indeed, legacy digital inequalities persist vis-à-vis economic class, gender, sexuality, race and ethnicity, aging, disability, healthcare, education, rural residency, networks, and global geographies. At the same time, emergent forms of inequality now appear alongside legacy inequalities such that notions of digital inequalities must be continually expanded to become more nuanced. We capture the increasingly complex and interrelated nature of digital inequalities by introducing the concept of the “digital inequality stack.” The concept of the digital inequality stack encompasses access to connectivity networks, devices, and software, as well as collective access to network infrastructure. Other layers of the digital inequality stack include differentiated use and consumption, literacies and skills, production and programming, etc. When inequality exists at foundational layers of the digital inequality stack, this often translates into inequalities at higher levels. As we show across these many thematic foci, layers in the digital inequality stack may move in tandem with one another such that all layers of the digital inequality stack reinforce disadvantage.

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The emotional costs of computers: an expectancy-value theory analysis of predominantly low-socioeconomic status minority students’ STEM attitudes

Cited by 33 publications

References 44 publications

Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides

Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

Digital inequalities 2.0: Legacy inequalities in the information age

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