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Cited by 53Gender and Technology in EducationCareer Development and DiversityEducation, Achievement, and Giftedness

The DOI matches its Crossref record; 60 of the 60 references it cites were found in a registry or an index.

The emotional costs of computers: an expectancy-value theory analysis of predominantly low-socioeconomic status minority students’ STEM attitudes

Open access
Ball, Christopher, Huang, Kuo-Ting, Rikard, R. V., Cotten, Shelia R.·2019·Information, Communication & Society
DOI 10.1080/1369118x.2017.1355403
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Abstract

There is a strong push to increase American students’ interest in Science, Technology, Engineering, and Mathematic (STEM) careers. However, minority and female students remain underrepresented in the STEM fields. Therefore, it is essential that we continue to examine the potential factors that both incite and dissuade STEM interest. We apply Expectancy-Value Theory (EVT) to examine STEM attitudes of predominantly low-socioeconomic status minority elementary school students over the course of a computing intervention. Furthermore, we integrate the digital inequality mental access conceptualization of ‘emotional costs’ into the EVT model in order to predict students’ negative STEM attitudes. Data are from a large-scale computing intervention that took place in a primarily minority, high poverty, urban elementary school district located in the southeastern USA. Results indicate that positive expectancies for success and subjective task values predict students’ positive STEM attitudes. Emotional costs toward technology primarily predict negative STEM attitudes. Students’ expectancies/values and emotional costs may have a ‘push-and-pull’ effect on the formation of STEM attitudes. This study successfully links digital disparities to STEM disparities by integrating the digital inequality concept of emotional costs. Practically, we conclude that future computing interventions should increase students’ academic-related expectancies and values while also minimizing their emotional costs in order to address both digital and STEM inequalities. Theoretically, we conclude that broad conceptualizations of emotional costs should be included in future studies to help explain negative attitudes/motivations toward STEM-related topics.

Overview

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Crossref · 10.1080/1369118x.2017.1355403

Cites

60 of 60 references verified0 citation errors · 0 not checkable

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Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 12

  1. Briggs C., 2016, Journal of STEM Education: Innovations and Research, 17, 5
  2. Carnevale A., 2014, STEM
  3. Chen X., 2009, Students who study science, technology, engineering, and mathetatics (STEM) in postsecondary education
  4. Committee on STEM Education, 2013, Federal STEM education 5-year plan
  5. Cover B., 2011, Monthly Labor Review, 134, 3
  6. DiMaggio P., 2004, Social inequality, 355
  7. Eccles J., 1983, Achievement and achievement motivation, 75
  8. Frehill L., 2008, Confronting the “new” American dilemma-underrepresented minorities in engineering: A data-based look at diversity
  9. Milfort M., 2012, An examination of the information technology job market credentials that work
  10. Obama B., 2015, Investing in America’s future: Preparing students with STEM skills
  11. Robinson L., 2012, RESET – Social Science Research on the Internet, 1, 89
  12. Smith A., 2010, Mobile access 2010 pew Internet and American life project

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Metadata

Authors
Ball, C., Huang, K.-T., Rikard, R. V., & Cotten, S. R.
Affiliations
Michigan State University (US)
Corresponding author
Ball, Christopher
ORCID
Venue
Information, Communication & Society
Publisher
Informa UK Limited
Published
2017-07-31
Volume
22
Issue
1
Pages
105-128
ISSN
  • 1369-118X (ISSN-L)
  • 1468-4462
DOI
10.1080/1369118x.2017.1355403
OpenAlex
W2741769714
Cited by
53
References
60
Citations by year
2026: 3 · 2025: 8 · 2024: 10 · 2023: 5 · 2022: 11 · 2021: 6 · 2020: 6 · 2019: 2 · 2018: 1 · 2017: 1
FWCI
5.73
Type
journal article
Language
en
Open access
Licence
Locations
Information Communication & Society (publishedVersion, cc-by-nc-nd)
Funders
National Science Foundation (DRL-1404467)
Topics
  • Social Sciences › Gender Studies › Gender and Technology in Education
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
STEM attitudes, emotional costs, expectancy-value theory, digital inequality, low socioeconomic status students, minority students, elementary school students, digital divide, underrepresentation in STEM, urban schools, task value

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