Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors

Jinjushang Chen, Lara Perez-Felkner (), Chantra Nhien, Shouping Hu, Kristen Erichsen and Yang Li
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Jinjushang Chen: Florida State University
Lara Perez-Felkner: Florida State University
Chantra Nhien: Florida State University
Shouping Hu: Florida State University
Kristen Erichsen: Knowli Data Science
Yang Li: Florida State University

Research in Higher Education, 2024, vol. 65, issue 8, No 12, 2013-2036

Abstract: Abstract Gender disparities persist in postsecondary computing fields, despite improvements in postsecondary equity overall and STEM fields as an aggregate. The entrenchment of this issue requires a comprehensive, longitudinal lens. Building on expectancy-value theory, the present study examines the relationships among students’ gender-ability stereotypes, attainment values, course-taking, and major choices. Using data from the High School Longitudinal Study of 2009 (HSLS: 2009), we applied weighted t-tests and multiple-group structural equation modeling to investigate how motivational beliefs (i.e., gender-ability stereotypes, attainment values) and course-taking patterns in math and science may predict major choice in computing. Overall, we find gender differences in identity-based mathematics and science motivational beliefs have long-term effects. Gender-ability stereotypes in math and science shape attainment values in each domain, whereby stereotypes suppress girls’ attainment values and enhance boys? attainment values (p

Keywords: Computing; Course-Taking; Expectancy-Value Theory; Gender Stereotypes; Motivational Beliefs; STEM Education (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s11162-023-09751-w

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