Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs.
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' pe...
| Published in: | Journal of Youth & Adolescence Vol. 54; no. 3; pp. 590 - 607 |
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| Main Authors: | , , , , |
| Format: | Article |
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Springer Nature
Mar2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=183200478&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 183200478 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Mar2025 vid: 54 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 183200478 10.1007/s10964-024-02089-1 ppf: 590 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs. aug: au: Ozturk, Emine Cerda-Smith, Jacqueline Joy, Angelina Mathews, Channing J. Mulvey, Kelly Lynn affil: https://ror.org/03efmqc40 T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA https://ror.org/04tj63d06 Department of Psychology, North Carolina State University, Raleigh, NC, USA https://ror.org/02dqehb95 Department of Human Development and Family Science, Purdue University, West Lafayette, IN, USA https://ror.org/0153tk833 Department of Psychology, University of Virginia, Charlottesville, VA, USA su: Southern States School environment Social justice Social integration Motivation (Psychology) Technology Academic achievement Student attitudes Mathematics Research funding Engineering Science Structural equation modeling Descriptive statistics sug: subj: School environment Social justice Social integration Motivation (Psychology) Technology Academic achievement Student attitudes Southern States Mathematics Research funding Engineering Science Structural equation modeling Descriptive statistics keyword: Achievement Activism Inclusivity Motivation STEM Studies in Human Society Sociology Achievement Activism Inclusivity Motivation STEM Studies in Human Society Sociology ab: 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; M = 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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