Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States

Developmental Psychology

Volumn 48, Issue 6, 2012, Pages 1594-1611

  Watt, Helen M G ^a   Shapka, Jennifer D ^b   Morris, Zoe A ^a   Durik, Amanda M ^c   Keating, Daniel P ^d   Eccles, Jacquelynne S ^d  

^a MONASH UNIVERSITY   (Australia)

^b UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^c NORTHERN ILLINOIS UNIVERSITY   (United States)

^d UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Gender; International comparison; Longitudinal; Mathematics; Motivations

Indexed keywords

ADOLESCENT; ARTICLE; AUSTRALIA; CANADA; COMPARATIVE STUDY; DECISION MAKING; EDUCATIONAL STATUS; FEMALE; HUMAN; MALE; MATHEMATICS; MOTIVATION; PSYCHOLOGICAL ASPECT; SCHOOL; SEX DIFFERENCE; STATISTICS; STUDENT; UNITED STATES;

ADOLESCENT; AUSTRALIA; CANADA; CAREER CHOICE; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; MATHEMATICS; MOTIVATION; SCHOOLS; SEX FACTORS; STUDENTS; UNITED STATES;

EID: 84864660138     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0027838     Document Type: Article

References (91)

1. Allison, P. D. (2001). Missing data (Sage University Papers Series on Quantitative Applications in the Social Sciences, 07-136). Thousand Oaks, CA: Sage.
2. Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 243-277). Mahwah, NJ: Erlbaum.
3. Armstrong, P. I., & Crombie, G. (2000). Compromises in adolescents' occupational aspirations and expectations from grades 8 to 10. Journal of Vocational Behavior, 56, 82-98. doi:10.1006/jvbe.1999.1709
4. Bridgeman, B., & Wendler, C. (1991). Gender differences in predictors of college mathematics performance and in college mathematics course grades. Journal of Educational Psychology, 83, 275-284. doi:10.1037/ 0022-0663.83.2.275
5. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.
6. Domene, J. F., Shapka, J. D., & Keating, D. P. (2006). Educational and career-related help-seeking in high school: An exploration of students' choices. Canadian Journal of Counselling, 40, 145-159. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/297/678
7. Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98, 382-393. doi:10.1037/ 0022-0663.98.2.382
8. Eccles, J. S. (1984). Sex differences in mathematics participation. In M. W. Steinkamp & M. L. Maehr (Eds.), Advances in Motivation and Achievement: Vol. 2. Women in science (pp. 92-137). Greenwich, CT: JAI Press.
9. Eccles, J. S. (1985). Model of student enrollment decisions. Educational Studies in Mathematics, 16, 311-314. Retrieved from http://www.jstor.org/stable/3482625
10. Eccles, J. S. (1992). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choices. Nebraska Symposium on Motivation, 40, 145-207.
11. Eccles, J. S. (1994). Understanding women's educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly, 18, 585-609. doi:10.1111/ j.1471-6402.1994.tb01049.x
12. Eccles, J. S. (2005). Studying gender and ethnic differences in participation in math, physical science, and information technology. New Directions in Child and Adolescent Development, 110, 7-14. doi:10.1002/cd.146
13. Eccles, J. (2009). Who am I and what am I going to do with my life. Personal and collective identities as motivators of action. Educational Psychologist, 44, 78-89. doi:10.1080/00461520902832368
14. Eccles Parsons, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation: Psychological and sociological approaches (pp. 75-146). San Francisco, CA: Freeman.
15. Eccles Parsons, J., Kaczala, C. M., & Meece, J. L. (1982). Socialization of achievement attitudes and beliefs: Classroom influences. Child Development, 53, 322-339. Retrieved from http://www.jstor.org/stable/1128974
16. Eccles, J. S., & Vida, M. (2003, April). Predicting mathematics-related career aspirations and choices. Paper presented at the Society for Research in Child Development (SRCD) Biennial Conference, Tampa, FL.
17. Eccles, J. S., Wigfield, A., Flanagan, C., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310. doi:10.1111/j.1467-6494.1989.tb00484.x
18. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830 - 847. doi:10.2307/ 1131221
19. Farmer, H. S. (1997). Women's motivation related to mastery, career salience, and career aspiration: A multivariate model focusing on the effects of sex role socialization in. Journal of Career Assessment, 5, 355-381. doi:10.1177/106907279700500401
20. Farmer, H. S., Wardrop, J. L., Anderson, M. Z., & Risinger, R. (1995). Women's career choices: Focus on science, math, and technology careers. Journal of Counseling Psychology, 42, 155-170. doi:10.1037/ 0022-0167.42.2.155
21. Fredricks, J. A., & Eccles, J. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519-533. doi: 10.1037/0012-1649.38.4.519
22. Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20, 507-537. doi:10.1111/j.1532-7795.2010.00645.x
23. Frome, P. M., Alfeld, C. J., Eccles, J. S., & Barber, B. L. (2008). Is the desire for a family-flexible job keeping young women out of maledominated occupations? In H. M. G. Watt & J. S. Eccles (Eds.), Explaining gendered occupational outcomes: Examining individual and social explanations through school and beyond (pp. 195-214). Washington, DC: American Psychological Association.
24. Garg, R., Kauppi, C. A., Lewko, J., & Urajnik, D. (2002). Structure equation model of educational aspirations. Journal of Career Development, 29, 87-108. doi:10.1023/A:1019964119690
25. Gassin, E. A., Kelly, K. R., & Feldhusen, J. F. (1993). Sex differences in the career development of gifted youth. School Counselor, 41, 90-95.
26. Gottfredson, L. S. (1996). Gottfredson's theory of circumscription and compromise. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd ed.; pp. 179-232). San Francisco, CA: Jossey-Bass.
27. Hidi, S., & Baird, W. (1986). Interestingness-A neglected variable in discourse processing. Cognitive Science, 10, 179-194. doi:10.1016/ S0364-0213(86)80003-9
28. Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581-592. doi:10.1037/0003-066X.60.6.581
29. Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008, July 25). Gender similarities characterize math performance. Science, 321, 494-495. doi:10.1126/science.1160364
30. Inglehart, R., & Welzel, C. (2005). Modernization, cultural change and democracy. New York, NY: Cambridge University Press.
31. Inglehart, R., & Welzel, C. (n.d.). The WVS cultural map of the world. Retrieved from http://www.worldvaluessurvey.org/wvs/articles/folder_published/article_base_54
32. Inoue, Y. (1999). The educational and occupational attainment process. New York, NY: University Press of America.
33. Jacobs, J. E. (2005). Twenty-five years of research on gender and ethnic differences in math and science career choices: What have we learned. New Directions for Child and Adolescent Development, 110, 85-94. doi:10.1002/cd.151
34. Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers' gender-role stereotypic beliefs on mothers' and children's ability perceptions. Journal of Personality and Social Psychology, 63, 932-944. doi:10.1037/ 0022-3514.63.6.932
35. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. doi:10.1111/1467-8624.00421
36. Jacobs, J. E., & Simpkins, S. D. (2005). Mapping leaks in the math, science, and technology pipeline. New Directions for Child and Adolescent Development, 110, 3-6. doi:10.1002/cd.145
37. Jozefowicz, D. M. H., Barber, B. L., & Eccles, J. S. (1993, March). Adolescent work-related values and beliefs: Gender differences and relation. Paper presented at the biennial meeting of the Society for Research on Child Development, New Orleans, LA.
38. Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective processes in the construction of the self: Self-enhancement in the United States and self-criticism in Japan. Journal of Personality and Social Psychology, 72, 1245-1267. doi:10.1037/ 0022-3514.72.6.1245
39. Larose, S., Ratelle, C. F., Guay, F., Senécal, C., Harvey, M., & Drouin, E. (2008). A sociomotivational analysis of gender effects on persistence in science and technology: A 5-year longitudinal study. In H. M. G. Watt & J. S. Eccles (Eds.), Explaining gendered occupational outcomes: Examining individual and social explanations through school and beyond (pp. 171-192). Washington, DC: American Psychological Association.
40. Leder, G. C. (1992). Mathematics and gender: Changing perspectives. In D. A. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York, NY: Macmillan.
41. Leder, G. C., Forgasz, H. J., & Solar, C. (1996). Research and intervention programs in mathematics education: A gendered issue. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (Vol. 2, pp. 945-985). Dordrecht, the Netherlands: Kluwer.
42. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122. doi:10.1006/ jvbe.1994.1027
43. Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53-76. doi:10.1207/s15327906mbr3201_3
44. MacCann, R. (1995). Sex differences in participation and performance at the NSW Higher School Certificate after adjustment for the effects of differential selection. Australian Journal of Education, 39, 163-188. Retrieved from http://search.informit.com.au.ezproxy.lib.monash .edu.au/fullText;dn=69836;res=AEIPT
45. Mahaffy, K., & Ward, S. (2002). The gendering of adolescents' childbearing and educational plans: Reciprocal effects and the influence of social context. Sex Roles, 46, 403-417. doi:10.1023/A:1020413630553
46. Marini, M., & Greenberger, E. (1978). Sex differences in occupational aspirations and expectations. Sociology of Work & Occupations, 5, 147-178. doi:10.1177/009392857852001
47. Marjoribanks, K. (1986). A longitudinal study of adolescents' aspirations as assessed by Seginer's model. Merrill-Palmer Quarterly, 32, 211-230. Retrieved from http://psycnet.apa.org/psycinfo/1986-24204-001
48. Mau, W. C. (1995). Educational planning and academic achievement of middle school students: A racial and cultural comparison. Journal of Counseling & Development, 73, 518 -526. doi:10.1002/j.1556- 6676.1995.tb01788.x
49. Mau, W. C., & Bikos, L. H. (2000). Educational and vocational aspirations of minority and female students: A longitudinal study. Journal of Coun- seling & Development, 78, 186 -194. doi:10.1002/j.1556-6676 .2000.tb02577.x
50. Meece, J. L. (2006). Introduction: Trends in women's employment in the early 21st century. Educational Research and Evaluation, 12, 297-303. doi:10.1080/13803610600765539
51. Mendez, L. M. R., & Crawford, K. M. (2002). Gender-role stereotyping and career aspirations: A comparison of gifted early adolescent boys and girls. Journal of Secondary Gifted Education, 13, 96-107. doi:10.4219/ jsge-2002-375
52. Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58, 525-543. doi:10.1007/BF02294825
53. Mullis, I. V. S., Martin, M. O., Beaton, A. E., Gonzales, E. J., Kelly, D. L., & Smith, T. A. (1998). Mathematics achievement in the final year of secondary school: IEA's third international mathematics and science study (TIMSS). Chestnut Hill, MA: Trends in International Mathematics and Science Study International Study Centre.
54. Nagy, G., Garrett, J., Trautwein, U., Cortina, K. S., & Eccles, J. S. (2008). Gendered high school course selection as a precursor of gendered careers: The mediating role of self-concept and intrinsic value. In H. M. G. Watt & J. S. Eccles (Eds.), Explaining gendered occupational outcomes: Examining individual and social explanations through school and beyond (pp. 115-143). Washington, DC: American Psychological Association.
55. Nagy, G., Watt, H. M. G., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students' mathematics selfconcept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20, 482-506. doi:10.1111/j.1532- 7795.2010.00644.x
56. National Science Board. (2003). The science and engineering workforce: Realizing America's Potential (NSB Publication No. 03-69). Retrieved from http://www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf
57. National Science Foundation. (2002). NSF's program for gender equity in science, technology, engineering, and mathematics: A brief retrospective 1993-2001 (NSF Publication 02-107). Retrieved from http:// www.nsf.gov/pubs/2002/nsf02107/nsf02107.pdf
58. National Strategic Review of Mathematical Sciences Research in Australia. (2006). Mathematics and statistics: Critical skills for Australia's future. Canberra, Australian Capital Territory, Australia: Australian Academy of Science.
59. Natural Sciences and Engineering Research Council of Canada. (2010). Women in science and engineering in Canada. Ottawa, Ontario, Canada: NSERC Corporate Planning and Policy Directorate. Retrieved from http://www.nserc-crsng.gc.ca/_doc/Reports-Rapports/Women_ Science_Engineering_e.pdf
60. OECD. (2004). Education at a glance: OECD indicators 2004. Retrieved from http://www.oecd.org/document/7/0,3746,en_2649_39263238_ 33712135_1_1_1_1,00.html#obtaining
61. OECD. (2010). PISA 2009 at a glance. Retrieved from http:// www.oecd.org/dataoecd/31/28/46660259.pdf
62. Rojewski, J. W. (1997). Past, present, and future directions of the JVER. Journal of Vocational Education Research, 22, 141-148. Retrieved from http://eric.ed.gov/ERICWebPortal/detail?accno=EJ553323
63. Rojewski, J. W. (2002). Preparing the workforce of tomorrow: A conceptual framework for career and technical education. Journal of Vocational Education Research, 27, 26-56. doi:10.5328/JVER27.1.7
64. Schoon, I., & Parsons, S. (2002). Teenage aspirations for future careers and occupational outcomes. Journal of Vocational Behaviour, 60, 262-288. Retrieved from http://dx.doi.org/10.1006/jvbe.2001.1867
65. Sewell, W. H., Hauser, R. M., & Wolf, W. C. (1980). Sex, schooling, and occupational status. American Journal of Sociology, 86, 551-583. Retrieved from http://www.jstor.org/stable/2778629
66. Shapka, J. D. (2009). Trajectories of math achievement and perceived math competence over high school and postsecondary education: Effects of an all-girl curriculum in high school. Educational Research and Evaluation, 15, 527-541. doi:10.1080/13803610903354775
67. Shapka, J. D., Domene, J. F., & Keating, D. P. (2006). Trajectories of career aspirations through adolescence and young adulthood: Early math achievement as a critical filter. Educational Research and Evaluation, 12, 347-358. doi:10.1080/13803610600765752
68. Shapka, J. D., Domene, J. F., & Keating, D. P. (2008). Trajectories of career aspirations through adolescence and young adulthood. In H. M. G. Watt & J. S. Eccles (Eds.), Explaining gendered occupational outcomes: Examining individual and social explanations through school and beyond (pp. 25-40). Washington, DC: APA Books.
69. Shapka, J. D., & Keating, D. P. (2003). Effects of a girls-only curriculum during adolescence: Performance, persistence, and engagement in mathematics and science. American Educational Research Journal, 40, 929- 960. doi:10.3102/00028312040004929
70. Simpkins, S. D., & Davis-Kean, P. E. (2005). The intersection between self-concepts and values: Links between beliefs and choices in high school. New Directions for Child and Adolescent Development, 110, 31-47. doi:10.1002/cd.148
71. Snyder, T. D., & Hoffman, C. M. (2001). Digest of Education Statistics, 2000 [NCES Publication No. 2001-034]. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
72. Stage, F. K., & Maple, S. A. (1996). Incompatible goals: Narratives of graduate women in the mathematics pipeline. American Educational Research Journal, 33, 23-51. doi:10.3102/00028312033001023
73. Updegraff, K. A., Eccles, J. S., Barber, B. L., & O'Brien, K. M. (1996). Course enrollment as self-regulatory behavior: Who takes optional high school math courses. Learning and Individual Differences, 8, 239-259. doi:10.1016/S1041-6080(96)90016-3
74. U.S. Department of Labor Employment and Training Administration. (1998). O*NET: The occupational information network. Washington, DC: Government Printing Office.
75. Watson, C. M., Quatman, T., & Edler, E. (2002). Career aspirations of adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles, 46, 323-335. doi:10.1023/A: 1020228613796
76. Watt, H. M. G. (2002). Exploring adolescent personal and social gender stereotypes about maths: An explanation for continued gender differences in participation. Change: Transformations in Education, 5(2), 39-54. http://hdl.handle.net/2123/4482
77. th-grade Australian students. Child Development, 75, 1556- 1574. doi:10.1111/j.1467-8624.2004.00757.x
78. Watt, H. M. G. (2005). Explaining gendered math enrollments for NSW Australian secondary school students. New Directions for Child and Adolescent Development, 110(Winter), 15-29.
79. Watt, H. M. G. (2006). The role of motivation in gendered educational and occupational trajectories related to math. Educational Research and Evaluation, 12, 305-322. doi:10.1080/13803610600765562
80. Watt, H. M. G. (2008). What motivates females and males to pursue sex-stereotyped careers? In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences (pp. 87-113). Washington, DC: American Psychological Association. doi:10.1037/11706-003
81. Watt, H. M. G., Eccles, J. S., & Durik, A. M. (2006). The leaky mathematics pipe line for girls: A motivational analysis of high school enrollments in Australia and the USA. Equal Opportunities International, 25, 642-659. doi:10.1108/02610150610719119
82. Webb, R. M., Lubinski, D., & Benbow, C. P. (2002). Mathematically facile adolescents with math/science aspirations: New perspectives on their educational and vocational development. Journal of Educational Psychology, 94, 785-794. doi:10.1037/0022-0663.94.4.785
83. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49- 78. doi:10.1007/BF02209024
84. Wigfield, A., Battle, A., Keller, L. B., & Eccles, J. S. (2002). Sex differences in motivation, self-concept, career aspirations, and career choice: Implications for cognitive development. In A. McGillicuddy-DeLisi & R. DeLisi (Eds.), Biology, society, and behavior: The development of sex differences in cognition (pp. 93-124). Westport, CT: Ablex.
85. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310. Retrieved from http://dx.doi.org/10.1016/0273-2297(92)90011-P
86. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. Retrieved from http://dx.doi.org/10.1006/ceps.1999.1015
87. Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs and values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91-120). San Diego, CA: Academic Press. doi:10.1016/B978- 012750053-9/50006-1
88. Wigfield, A., Eccles, J. S ., MacIver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565. doi:10.1037/0012-1649.27.4.552
89. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C. R., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values in and across the elementary school years. Journal of Educational Psychology, 89, 451- 469. doi:10.1037/0022-0663.89.3.451
90. Willis, S. (1989). "Real girls don't do maths": Gender and the construction of privilege. Waurn Ponds, Victoria, Australia: Deakin University Press.
91. Wilson, P. M., & Wilson, J. R. (1992). Environmental influences on adolescent educational aspirations. Youth & Society, 24, 52-70. doi: 10.1177/0044118X9202400100