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Cited by 837Career Development and DiversityEducation, Achievement, and GiftednessScience Education and Perceptions

The DOI matches its Crossref record; 391 of the 396 references it cites were found in a registry or an index.

Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

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Wang, Ming-Te, Degol, Jessica·2013·Developmental Review
DOI 10.1016/j.dr.2013.08.001PMC PMC3843492
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Abstract

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes.

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  1. Balfanz, R., McPartland, J., & Shaw, A. (2002a, April). Re-conceptualizing extra help for high school students in a high standards era. Paper presented at the office of adult and vocational education, U.S. Department of Education preparing for America’s Future High School symposium, Washington, DC.
  2. Beaman, R. (2006). Behavioral interactions in the secondary school between teachers and students: What they say, what they do. Unpublished dissertation, Macquarrie University, Sydney, Australia.
  3. Eccles, 1983, Female achievement patterns: Attributions, expectancies, values, and choice, Journal of Social Issues, 1
  4. Eccles, J. S., & Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S.G. Assouline, & D.L. Ambroson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research symposium on talent development (pp. 3–29). Unionville, NY: Trillium Press.
  5. Gilbreath, 2006, Starting salaries of college graduates, Journal of Legal Economics, 13, 79
  6. The Education Trust (2008). Core problems: Out-of-field teaching persists in key academic courses and high poverty schools. <http://www.edtrust.org/dc/press-room/press-release/core-problems-out-of-field-teaching-persists-in-key-academic-courses-esp> (Press release).
  7. Maehr, 1991, The ‘psychological environment’ of the school: A focus for school leadership, Advances in Educational Administration, 2, 51
  8. National Research Council (2003). Work and family trends. In E. Smolensky (Ed.), Working families & growing kids: Caring for children and adolescents (pp. 23–41). Washington, DC: National Academies Press.
  9. Nyhan, 1999, Impact of infrastructure investments and socio-economic conditions on student achievement, Journal of Education Finance, 25, 211
  10. Riordan, 1994, Single-gender schools: Outcomes for African and Hispanic Americans, Research in Sociology of Education and Socialization, 10, 177
  11. Ripa, 2003, General cognitive functions, mental rotations ability, and handedness in adult females with congenital adrenal hyperplasia, Hormones and Behavior, 44, 72

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Metadata

Authors
Wang, M.-T., & Degol, J.
Affiliations
University of Pittsburgh (US)
Corresponding author
Wang, Ming-Te
ORCID
Venue
Developmental Review
Publisher
Elsevier BV
Published
2013-12
Volume
33
Issue
4
Pages
304-340
ISSN
0273-2297 (ISSN-L)
DOI
10.1016/j.dr.2013.08.001
PMC
PMC3843492
OpenAlex
W1971294185
Semantic Scholar
58a86789a21fce2b4032b86f088a2479f7bd2760
Cited by
837
References
396
Citations by year
2026: 73 · 2025: 75 · 2024: 91 · 2023: 79 · 2022: 98 · 2021: 72 · 2020: 104 · 2019: 81 · 2018: 53 · 2017: 41 · 2016: 37 · 2015: 21 · 2014: 9
FWCI
58.95
Type
journal article
Language
en
Open access
Locations
  • Developmental Review (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD074731)
Topics
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
Keywords
STEM career choice, gender differences, expectancy-value theory, motivation, STEM workforce, gender stereotypes, women in STEM, educational choice, sociocultural factors, biological factors, psychological factors

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