STEM职业选择的激励途径：使用期望值视角来理解STEM领域的个体和性别差异外文翻译资料

 2022-08-15 03:08

Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields

Abstract

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail

to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a litera-ture review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking spe-cific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motiva-tion and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinfor-mation

or stereotypes.

Introduction

Despite the United Statesrsquo; significant investment in science, technology, engineering, and mathe-matics (STEM) education, the size and the composition of the STEM workforce continues to fail to meet demand. In 2012, there were approximately 7.4 million STEM positions in the U.S., and this number is expected to grow to 8.65 million by 2018 (My College Options amp; STEMconnector, 2012). Unfortunately, STEM employers throughout the U.S. report shortages of skilled workers, raising con-cerns about the quality of the U.S. educational system and its ability to produce a large enough work-force to fill these positions (U.S. Congress Joint Economic Committee, 2012). Moreover, despite the impressive gains girls and women have made in math and science course enrollment and performance in recent years, concerns remain regarding the number of females pursuing degrees and careers in cer-tain STEM fields (National Science Foundation, 2008, 2011). In primary and secondary school, girls and boys take math and science courses in approximately equal numbers (U.S. Department of Education, 2012) and girls outperform boys in math and science courses (Duckworth amp; Seligman, 2006). How-ever, at the bachelorrsquo;s level, women earned 27% of degrees awarded in mathematics and computer sci-ence, 20% in engineering, and 36% in physical sciences (National Science Foundation, 2011). At the graduate level, females were awarded 30%, 25%, 23%, and 31% of masters and doctorates in mathemat-ics, computer science, engineering, and physical sciences, respectively (National Science Foundation, 2011). Over the past 30 years, researchers have dedicated themselves to studying these differences in career choice. Of these, Ecclesrsquo; expectancy–value theory provides one of the most comprehensive theoretical frameworks for studying the psychological and contextual factors underlying both individ-ual and gender differences in math and science academic motivation, performance, and career choice (e.g., Eccles, 1994, 2005; Wigfield amp; Eccles, 2000).

Drawing on work associated with identity formation, achievement theory, and attribution theory, expectancy–value theorists posit that the STEM pathway is composed of a series of choices and achievements that commence in childhood and adolescence. Achievement-related behaviors such as educational and career choice are most directly related to expectations for success and the value at-tached to the various options perceived as available. These domain-specific competence and task-re-lated beliefs are influenced by cultural norms, behavior genetics, social experiences, aptitudes, and the affective reactions of previous experiences as individuals move through adulthood (Eccles, 1994; Ec-cles, Wigfield, amp; Schiefele, 1997). In other words, individual characteristics and experiences associated with STEM-related activities shape the development of self-efficacy, interests, task values, and long-term life goals, which in turn, influence educational and career choices in STEM and non-STEM fields (Eccles et al., 1993; Jacobs, Davis-Kean, Bleeker, Eccles, amp; Malanchuk, 2005). Therefore, it is likely that male and female differences in STEM field selection are associated with gendered differences in these motivational beliefs (e.g., self-efficacy, interests, and task value).

In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guid-ing framework. The term lsquo;lsquo;STEMrsquo;rsquo; refers to the physical, biological, medical, health, and computer sci-ences; engineering; and mathematics. We also distinguish gaps in the literature, with the hope that this article will be a useful resource in guiding future empirical research. In the first section, we pro-vide a brief overview of expectancy–value theory and its application to understanding individual and gender differences in educational and career choices. We then examine research demonstrating how both intellectual aptitude and achievement motivation may affect young peoplersquo;s math and science outcomes, focusing specifically on academic performance, aspirations, college majors, and occupa-tional choice. In the third section, we review the influence of school, family, and peer experiences, as well as sociocultural and biological factors, on achievement

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Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields

Abstract

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail

to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a litera-ture review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking spe-cific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motiva-tion and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinfor-mation

or stereotypes.

Introduction

Despite the United Statesrsquo; significant investment in science, technology, engineering, and mathe-matics (STEM) education, the size and the composition of the STEM workforce continues to fail to meet demand. In 2012, there were approximately 7.4 million STEM positions in the U.S., and this number is expected to grow to 8.65 million by 2018 (My College Options amp; STEMconnector, 2012). Unfortunately, STEM employers throughout the U.S. report shortages of skilled workers, raising con-cerns about the quality of the U.S. educational system and its ability to produce a large enough work-force to fill these positions (U.S. Congress Joint Economic Committee, 2012). Moreover, despite the impressive gains girls and women have made in math and science course enrollment and performance in recent years, concerns remain regarding the number of females pursuing degrees and careers in cer-tain STEM fields (National Science Foundation, 2008, 2011). In primary and secondary school, girls and boys take math and science courses in approximately equal numbers (U.S. Department of Education, 2012) and girls outperform boys in math and science courses (Duckworth amp; Seligman, 2006). How-ever, at the bachelorrsquo;s level, women earned 27% of degrees awarded in mathematics and computer sci-ence, 20% in engineering, and 36% in physical sciences (National Science Foundation, 2011). At the graduate level, females were awarded 30%, 25%, 23%, and 31% of masters and doctorates in mathemat-ics, computer science, engineering, and physical sciences, respectively (National Science Foundation, 2011). Over the past 30 years, researchers have dedicated themselves to studying these differences in career choice. Of these, Ecclesrsquo; expectancy–value theory provides one of the most comprehensive theoretical frameworks for studying the psychological and contextual factors underlying both individ-ual and gender differences in math and science academic motivation, performance, and career choice (e.g., Eccles, 1994, 2005; Wigfield amp; Eccles, 2000).

Drawing on work associated with identity formation, achievement theory, and attribution theory, expectancy–value theorists posit that the STEM pathway is composed of a series of choices and achievements that commence in childhood and adolescence. Achievement-related behaviors such as educational and career choice are most directly related to expectations for success and the value at-tached to the various options perceived as available. These domain-specific competence and task-re-lated beliefs are influenced by cultural norms, behavior genetics, social experiences, aptitudes, and the affective reactions of previous experiences as individuals move through adulthood (Eccles, 1994; Ec-cles, Wigfield, amp; Schiefele, 1997). In other words, individual characteristics and experiences associated with STEM-related activities shape the development of self-efficacy, interests, task values, and long-term life goals, which in turn, influence educational and career choices in STEM and non-STEM fields (Eccles et al., 1993; Jacobs, Davis-Kean, Bleeker, Eccles, amp; Malanchuk, 2005). Therefore, it is likely that male and female differences in STEM field selection are associated with gendered differences in these motivational beliefs (e.g., self-efficacy, interests, and task value).

In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guid-ing framework. The term lsquo;lsquo;STEMrsquo;rsquo; refers to the physical, biological, medical, health, and computer sci-ences; engineering; and mathematics. We also distinguish gaps in the literature, with the hope that this article will be a useful resource in guiding future empirical research. In the first section, we pro-vide a brief overview of expectancy–value theory and its application to understanding individual and gender differences in educational and career choices. We then examine research demonstrating how both intellectual aptitude and achievement motivation may affect young peoplersquo;s math and science outcomes, focusing specifically on academic performance, aspirations, college majors, and occupa-tional choice. In the third section, we review the influence of school, family, and peer experiences, as well as sociocultural and biological factors, on achievement

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