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Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors

Author

Listed:
  • Jinjushang Chen

    (Florida State University
    Florida State University)

  • Lara Perez-Felkner

    (Florida State University
    Florida State University)

  • Chantra Nhien

    (Florida State University)

  • Shouping Hu

    (Florida State University
    Florida State University)

  • Kristen Erichsen

    (Knowli Data Science)

  • Yang Li

    (Florida State University
    Florida State University)

Abstract

Gender disparities persist in postsecondary computing fields, despite improvements in postsecondary equity overall and STEM fields as an aggregate. The entrenchment of this issue requires a comprehensive, longitudinal lens. Building on expectancy-value theory, the present study examines the relationships among students’ gender-ability stereotypes, attainment values, course-taking, and major choices. Using data from the High School Longitudinal Study of 2009 (HSLS: 2009), we applied weighted t-tests and multiple-group structural equation modeling to investigate how motivational beliefs (i.e., gender-ability stereotypes, attainment values) and course-taking patterns in math and science may predict major choice in computing. Overall, we find gender differences in identity-based mathematics and science motivational beliefs have long-term effects. Gender-ability stereotypes in math and science shape attainment values in each domain, whereby stereotypes suppress girls’ attainment values and enhance boys? attainment values (p

Suggested Citation

  • Jinjushang Chen & Lara Perez-Felkner & Chantra Nhien & Shouping Hu & Kristen Erichsen & Yang Li, 2024. "Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(8), pages 2013-2036, December.
    • Handle: RePEc:spr:reihed:v:65:y:2024:i:8:d:10.1007_s11162-023-09751-w
    DOI: 10.1007/s11162-023-09751-w
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    References listed on IDEAS

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    1. Lara Perez-Felkner & Kirby Thomas & Samantha Nix & Jordan Hopkins & Mitchell D’Sa, 2019. "Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees," The Journal of Higher Education, Taylor & Francis Journals, vol. 90(2), pages 181-209, March.
    2. Stella M. Flores & Toby J. Park & Dominique J. Baker, 2017. "The Racial College Completion Gap: Evidence From Texas," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(6), pages 894-921, November.
    3. Elizabeth S. Park & Federick Ngo & Tatiana Melguizo, 2021. "The Role of Math Misalignment in the Community College STEM Pathway," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 403-447, June.
    4. Linda J. Sax & Kathleen J. Lehman & Jerry A. Jacobs & M. Allison Kanny & Gloria Lim & Laura Monje-Paulson & Hilary B. Zimmerman, 2017. "Anatomy of an Enduring Gender Gap: The Evolution of Women’s Participation in Computer Science," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(2), pages 258-293, March.
    5. Albert Satorra & Peter Bentler, 2001. "A scaled difference chi-square test statistic for moment structure analysis," Psychometrika, Springer;The Psychometric Society, vol. 66(4), pages 507-514, December.
    6. Annie M. Wofford & Linda J. Sax & Kari L. George & Daisy Ramirez & Chantra Nhien, 2022. "Advancing Equity in Graduate Pathways: Examining the Factors that Sustain and Develop Computing Graduate Aspirations," The Journal of Higher Education, Taylor & Francis Journals, vol. 93(1), pages 110-136, January.
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