Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation
High school students from lower–socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2016-08-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/2332858416664875 |