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Affirming Both Independent and Interdependent Values Improves Achievement for All Students and Mitigates Cultural Mismatch for First-Generation College Students
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Hecht, Cameron A.; Priniski, Stacy J.; Tibbetts, Yoi; Harackiewicz, Judith M. – Grantee Submission, 2021
Many first-generation college students -- whose parents have not obtained a four-year college degree -- experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class…
Descriptors: First Generation College Students, Values, Self Concept, Mathematics Achievement
Understanding Social Class Differences in STEM Course-Taking through Identity-Based and Expectancy-Value Theories of Motivation
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Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin – AERA Online Paper Repository, 2017
High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science…
Descriptors: Social Class, Social Differences, STEM Education, Course Selection (Students)
Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
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Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin – AERA Open, 2016
High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science…
Descriptors: Correlation, Educational Attainment, Parent Background, STEM Education
Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class
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Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Priniski, Stacy J.; Hyde, Janet S. – Grantee Submission, 2015
Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and…
Descriptors: Achievement Gap, Intervention, Race, Social Class
Affirming Independence: Exploring Mechanisms Underlying a Values Affirmation Intervention for First-Generation Students
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Tibbetts, Yoi; Harackiewicz, Judith M.; Canning, Elizabeth A.; Boston, Jilana S.; Priniski, Stacy J.; Hyde, Janet S. – Grantee Submission, 2016
First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a…
Descriptors: First Generation College Students, Biology, Science Instruction, Longitudinal Studies
Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology
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Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S. – Journal of Educational Psychology, 2014
Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students,…
Descriptors: First Generation College Students, Undergraduate Students, College Science, Biology
Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
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Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin – Grantee Submission, 2016
High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science…
Descriptors: Parent Background, Educational Attainment, STEM Education, Course Selection (Students)