Black and Latine parent's science and math support matters: How patterns of parent support relate to adolescents' motivational beliefs and course taking across high school.
Christine R Starr, Nestor B Tulagan, Sandra D Simpkins
{"title":"Black and Latine parent's science and math support matters: How patterns of parent support relate to adolescents' motivational beliefs and course taking across high school.","authors":"Christine R Starr, Nestor B Tulagan, Sandra D Simpkins","doi":"10.1037/dev0001929","DOIUrl":null,"url":null,"abstract":"<p><p>Black and Latine parents play a crucial role in shaping adolescents' math and science motivation and science, technology, engineering, and math (STEM) course taking. However, providing extensive support across various behaviors may not always be feasible nor optimal. Analyzing data from 4,230 Black and Latine families (47% Latine, 46% Black; 50% girls; 70% noncollege educated parents), we identified six distinct parent support profiles using the High School Longitudinal Study of 2009 data set. Four patterns showed higher engagement (<i>high multifaceted supporters, involved academic discussers, moderately encouraging discussers, involved STEM-encouragers</i>), and two exhibited slightly less support (<i>moderately involved academic discussers</i> and <i>moderately involved STEM nonencouragers</i>). Generally, consistent findings emerged for both Black and Latine families concerning the profiles and their relations with adolescents' math and science beliefs in 11th grade and STEM coursework. The <i>moderately encouraging discussers</i> and <i>involved STEM-encouragers</i> profiles correlated with the most positive STEM motivational beliefs and course taking, whereas the <i>moderately involved STEM nonencouragers</i> profile was associated with the lowest motivation and course taking. This suggests that STEM encouragement from parents, combined with other supportive behaviors, may be particularly crucial for Black and Latine adolescents, and high support across all indicators may not be the optimal approach, especially for high-achieving students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0001929","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Black and Latine parents play a crucial role in shaping adolescents' math and science motivation and science, technology, engineering, and math (STEM) course taking. However, providing extensive support across various behaviors may not always be feasible nor optimal. Analyzing data from 4,230 Black and Latine families (47% Latine, 46% Black; 50% girls; 70% noncollege educated parents), we identified six distinct parent support profiles using the High School Longitudinal Study of 2009 data set. Four patterns showed higher engagement (high multifaceted supporters, involved academic discussers, moderately encouraging discussers, involved STEM-encouragers), and two exhibited slightly less support (moderately involved academic discussers and moderately involved STEM nonencouragers). Generally, consistent findings emerged for both Black and Latine families concerning the profiles and their relations with adolescents' math and science beliefs in 11th grade and STEM coursework. The moderately encouraging discussers and involved STEM-encouragers profiles correlated with the most positive STEM motivational beliefs and course taking, whereas the moderately involved STEM nonencouragers profile was associated with the lowest motivation and course taking. This suggests that STEM encouragement from parents, combined with other supportive behaviors, may be particularly crucial for Black and Latine adolescents, and high support across all indicators may not be the optimal approach, especially for high-achieving students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
