Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs

IF 4.3 3区 材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC
Emine Ozturk, Jacqueline Cerda-Smith, Angelina Joy, Channing J. Mathews, Kelly Lynn Mulvey
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Abstract

Activism around science, technology, engineering, and mathematics (STEM) is a critical task to promote social justice and to develop sustainable and effective solutions to global problems (e.g., climate change) in contemporary society. The present study examines relationships between adolescents’ perceptions of gender and ethnic classroom inclusivity, outcome expectancies, utility values, and activism orientation in STEM, grounded in the situated expectancy-value theory. Participants were 699 adolescents (50.2% boys, 47.8% White; MT1age = 15.11 years, SD = 0.84) in the southeastern United States. A structural equation model with FIML estimation, multiple imputation with Bayesian analysis, and multigroup SEM analyses were utilized to test the hypothesized associations using two time points, controlling for sociodemographics and STEM grades. The findings revealed that adolescents’ perceptions of STEM classroom inclusivity appeared to play an important role in shaping STEM expectancies and perceived value of STEM. Multigroup SEM analysis showed that ethnicity significantly moderates the effect of perceived STEM classroom inclusivity on STEM expectancies, suggesting the effect of inclusivity on expectancies is stronger for racially/ethnically majoritized adolescents as compared to racially/ethnically minoritized adolescents. Associations from STEM motivational beliefs to activism orientation revealed that adolescents with higher STEM utility values are more likely to have a higher orientation toward STEM activism. Adolescents’ perceptions of STEM classroom inclusivity had an indirect positive effect on STEM activism orientation through STEM utility values. These findings provide support for the conceptual premise that classroom inclusivity can foster motivational beliefs, and activism orientation in STEM.

Abstract Image

科学、技术和工程学(STEM)领域青年行动主义取向的途径:科学、技术和工程学(STEM)课堂包容性和动机信念的作用
围绕科学、技术、工程和数学(STEM)的行动主义是促进社会正义、为当代社会的全球性问题(如气候变化)制定可持续的有效解决方案的一项重要任务。本研究以情景期望值理论为基础,探讨了青少年对性别和种族课堂包容性的看法、结果期望值、效用值以及在 STEM 中的行动主义取向之间的关系。参与者为美国东南部的 699 名青少年(50.2% 为男生,47.8% 为白人;MT1 年龄 = 15.11 岁,SD = 0.84)。在控制社会人口统计学和 STEM 成绩的前提下,研究人员采用了带有 FIML 估计的结构方程模型、带有贝叶斯分析的多重估算以及多组 SEM 分析,利用两个时间点来检验假设的关联。研究结果表明,青少年对 STEM 课堂包容性的看法似乎在形成 STEM 预期和 STEM 感知价值方面发挥了重要作用。多组 SEM 分析表明,种族在很大程度上调节了所感知的 STEM 课堂包容性对 STEM 预期的影响,这表明,与种族/族裔少数化的青少年相比,种族/族裔多数化的青少年的包容性对预期的影响更大。从科学、技术、工程和数学动机信念到行动主义取向的关联显示,具有较高科学、技术、工程和数学实用价值的青少年更有可能具有较高的科学、技术、工程和数学行动主义取向。青少年对STEM课堂包容性的看法通过STEM效用值对STEM行动主义取向产生了间接的积极影响。这些研究结果为课堂包容性能够促进动机信念和 STEM 积极主义取向这一概念前提提供了支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.20
自引率
4.30%
发文量
567
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