How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood?

Abstract

Gendered participation in science, technology, engineering and mathematics (‘STEM’) fields remains a pressing concern. Although women have made progress in entering life sciences (LS) they remain severely underrepresented in physical sciences, mathematics, engineering and technology (PMET). Drawing on expectancy-value theory, motivational predictors of adolescents’ mathematics participation and aspirations have been intensively studied. Fewer studies have examined how adolescent motivations link to university STEM participation, and we believe our study is first to link to subsequent degree attainment. Among 212 participants (115 women) in Australia, we examined how adolescent mathematics self-concept of ability and intrinsic/importance values explained attainment of PMET or LS versus non-STEM degrees in adulthood, over and above prior mathematical achievement and perceived science talent. Despite similar mathematical achievement, adolescent boys reported higher mathematics intrinsic value, self-concept of ability and science talent than girls; and, a higher proportion of men than women subsequently attained a PMET degree. Neither mathematics self-concept of ability, mathematics importance value or perceived science talent predicted STEM degrees. Adolescent mathematics intrinsic value marginally predicted only women’s attainment of PMET (but not LS) degrees. Implications for theory, policy, and educational practice are discussed.