The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM

Abstract

Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students’ stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.