HIGH SCHOOL MATH COURSE ENROLLMENT AMONG HIGH MATH ABILITY STUDENTS: GENDER, RACE/ETHNICITY, MOTIVATION, AND CONTEXT

Abstract

National goals to increase the STEM workforce and representation of minorities in the STEM workforce underscore the need to consider secondary pathways into such fields. This study examined the motivational (competence beliefs, intrinsic value, utility value, and attainment value) and contextual factors (encouragement from others, curricular track) that predict calculus enrollment in high school for White, Black, and Hispanic males and females within a multigroup framework. This study used data from the High School Longitudinal Study of 2009 (HSLS:09) to examine which motivational and contextual factors predicted enrollment for each group and the nature of any group differences focusing on strong math ability students (performed in top two quintiles on standardized math assessment). Model parameters were most predictive for White students, especially White males, and least predictive for Black female students. The contextual factor of curricular track was the single predictor associated with enrollment for nearly all groups. With unique patterns emerging for other model factors and groups, more research is needed to strengthen knowledge around key factors in enrollment behaviors for underrepresented minorities. To promote equity in and access to participation in advanced coursework, schools must take into account students' multiple identities as part of culturally relevant instruction and address structural barriers, such as tracking, that limit students' opportunities to advance and perpetuate opportunity gaps over time