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The Role of Social Support and Psychological Well-Being in STEM Performance Trends across Gender and Locality: Evidence from Ghana

Author

Listed:
  • David Ansong

    (University of North Carolina, School of Social Work)

  • Moses Okumu

    (University of North Carolina, School of Social Work)

  • Travis J. Albritton

    (University of North Carolina, School of Social Work)

  • Eva Paige Bahnuk

    (University of North Carolina, School of Social Work)

  • Eusebius Small

    (University of Texas)

Abstract

This study focuses on trends in STEM performance and inclusiveness. We examine performance trajectories in STEM subjects, the predictive role of social support and psychological well-being of students, and variations across student gender and school locality (rural vs urban). We used three waves of data from 135 junior high school students in Ghana. Multilevel growth curve modeling was used to assess the trajectories and the socio-environmental predictors of STEM performance, and posthoc power calculation was used to confirm the adequacy of the sample size. Results show that overall, students’ STEM performance improves over time. Minimal gender differences exist but depend on the subject area and evolve with time. We observed a nuanced “urban advantage,” with rural students starting well but declining over time. Among various indicators of social support and psychological well-being, teacher support was the strongest positive predictor of STEM performance. The study highlights the need to focus on the structural and cultural impediments to STEM education at the lower levels of education in order not to risk excluding marginalized groups early in the education system. Further, STEM interventions may do well to incorporate long-term measures to sustain girls’ interest, motivation, and efforts in STEM.

Suggested Citation

  • David Ansong & Moses Okumu & Travis J. Albritton & Eva Paige Bahnuk & Eusebius Small, 2020. "The Role of Social Support and Psychological Well-Being in STEM Performance Trends across Gender and Locality: Evidence from Ghana," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1655-1673, October.
    • Handle: RePEc:spr:chinre:v:13:y:2020:i:5:d:10.1007_s12187-019-09691-x
    DOI: 10.1007/s12187-019-09691-x
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    References listed on IDEAS

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    1. Minh Cong Nguyen & Quentin Wodon, 2014. "Analysing The Gender Gap In Education Attainment: A Simple Framework With Application To Ghana," Journal of International Development, John Wiley & Sons, Ltd., vol. 26(1), pages 59-76, January.
    2. Bernardin Senadza, 2012. "Education inequality in Ghana: gender and spatial dimensions," Journal of Economic Studies, Emerald Group Publishing Limited, vol. 39(6), pages 724-739, October.
    3. Bernardin Senadza, 2012. "Education inequality in Ghana: gender and spatial dimensions," Journal of Economic Studies, Emerald Group Publishing, vol. 39(6), pages 724-739, December.
    4. Kehinde F. Ajayi & Marric Buessing, 2015. "Gender Parity and Schooling Choices," Journal of Development Studies, Taylor & Francis Journals, vol. 51(5), pages 503-522, May.
    5. Legewie, Joscha & DiPrete, Thomas A., 2014. "The High School Environment and the Gender Gap in Science and Engineering," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 87(4), pages 259-280.
    6. Ansong, David & Okumu, Moses & Bowen, Gary L. & Walker, Anne M. & Eisensmith, Sarah R., 2017. "The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana," International Journal of Educational Development, Elsevier, vol. 54(C), pages 51-58.
    7. United Nations Educational, Scientific and Cultura UNESCO, 2017. "Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM)," Working Papers id:12246, eSocialSciences.
    8. David Ansong & Chesworth Brittney Renwick & Moses Okumu & Eric Ansong & Cedrick Joseph Wabwire, 2018. "Gendered geographical inequalities in junior high school enrollment," Journal of Economic Studies, Emerald Group Publishing Limited, vol. 45(2), pages 411-425, May.
    9. Pedro Silva Moreira & Nadine Santos & Teresa Castanho & Liliana Amorim & Carlos Portugal-Nunes & Nuno Sousa & Patrício Costa, 2018. "Longitudinal measurement invariance of memory performance and executive functioning in healthy aging," PLOS ONE, Public Library of Science, vol. 13(9), pages 1-11, September.
    10. Torbjørn Torsheim & Oddrun Samdal & Mette Rasmussen & John Freeman & Robert Griebler & Wolfgang Dür, 2012. "Cross-National Measurement Invariance of the Teacher and Classmate Support Scale," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 105(1), pages 145-160, January.
    11. Joshua Hatch, 2018. "Better teachers are needed to improve science education," Nature, Nature, vol. 562(7725), pages 2-4, October.
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