Are Explanations for Gendered Career Aspirations and Senior High Enrolment in Math Domain Specific?...

Are Explanations for Gendered Are Explanations for Gendered Career Aspirations and Senior Career Aspirations and Senior

High Enrolment in Math Domain High Enrolment in Math Domain Specific?Specific?

Expectancy-Value Influences for Math & English Using Longitudinal Data

Paper presented in Symposium titled ‘Math and Science Courses, Grades and Career Goals:

Longitudinal perspectives on the influence of gender and beliefs’

(Discussant – Prof. Jan Jacobs)

at the SRA Biennial Conference: Baltimore, March 11-14, 2004

Helen Watt (University of Western Sydney)

Key QuestionsKey Questions

• Gendered participation in maths/English?

• Influences of gender, self-perceptions, values and task demands?

• Domain specificity?

SampleSample

• N=459 (43% girls)

• Surveys grades 9, 10, 11

• 3 upper-middle class coed. secondary schools in metropolitan Sydney NSW Australia

MeasuresMeasuresCareer plans:Career plans:• Open-ended: coded for maths/English-relatedness using

O*NETTM 98

• 4 categories of ‘high’, ‘average’, ‘any’ and ‘no’ maths/English content

Senior high (HSC) plans:Senior high (HSC) plans:• Maths in Practice (MIP), Maths in Society (MIS), 2U, 3U,

4U

• Contemporary English, General, 2U, 3U

Expectancy-Value constructs:Expectancy-Value constructs:• self-perceptions (talent and success expectancies

combined),

• intrinsic and utility values

• perceived task difficulty and effort required

AnalysesAnalyses

• CFAs for Expectancy-Value constructs

• Multiple discriminant analyses to assess interval level for choice outcomes

• Dominance analysis for gendered choices

• MANOVA for influences on choices, gender on influences

• MANOVA 1, MANOVA 2

Construct Validity - Construct Validity - CFA’s

• higher-order self-perceptions (talent perceptions & success expectancies combined),

• perceived task difficulty and effort required

• intrinsic value and perceived utility

Outcome Variables Level of Measurement:Outcome Variables Level of Measurement:

• career and HSC outcomes substantially explained by one discriminant function proceeding along roughly interval scales

• (only 68% of English CAREER PLANS explained)

d’s from .16 to .21’s: .51, .50

0%10%20%30%40%50%60%70%80%90%

100%

Yr9boys

Yr9girls

Yr10boys

Yr10girls

Yr11boys

Yr11girls

% s

tude

nts

none any average high

Maths Career PlansMaths Career Plans

0%10%20%30%40%50%60%70%80%90%

100%

Yr9boys

Yr9girls

Yr10boys

Yr10girls

Yr11boys

Yr11girls

% st

uden

ts

MIP MIS 2U 3U 4U

Maths HSC PlansMaths HSC Plans

d’s from .18 to .19’s: .62, .71

Intrinsic Value and Maths Intrinsic Value and Maths CareerCareer

0

1

2

3

lo mid hiintrinsic value

mat

hs

care

er

Yr10

Yr9

All Yr 9 and Yr 10 pairs sig.diff.

Utility Value and Maths Utility Value and Maths CareerCareer

0

1

2

3

low mid high

utility perceptions

mat

hs c

aree

r

boys

girls

Intrinsic Value and HSC Intrinsic Value and HSC MathsMaths

0

1

2

3

4

5

lo mid hi

intrinsic value

HS

C m

aths

Yr10

Yr9

All Yr 9 and Yr 10 pairs sig.diff.

(Yr 9) Self-Perceptions and HSC (Yr 9) Self-Perceptions and HSC MathsMaths

0

1

2

3

4

5

lo mid hi

self-perceptions (Yr 9)

HS

C m

aths

All pairs sig.diff.

(Yr 9) Perc. Effort and HSC (Yr 9) Perc. Effort and HSC MathsMaths

0

1

2

3

4

5

lo mid hi

perc. effort required (Yr 9)

HS

C m

aths

mid similar to hi

Yr 9 Gender Effects on Maths Yr 9 Gender Effects on Maths E-VE-V

1

2

3

4

5

6

7

self-perc intrinsic utility difficulty effort req

Yr 9 E-V constructs

mea

ns

boys

girlsn.s.

Yr 10 Gender Effects on Maths Yr 10 Gender Effects on Maths E-VE-V

1

2

3

4

5

6

7


Yr 10 E-V constructs

mea

ns

boys

girls

n.s.

n.s.

n.s.

0%10%20%30%40%50%60%70%80%90%

100%

Yr9boys

Yr9girls

Yr10boys

Yr10girls

Yr11boys

Yr11girls

% st

uden

ts

none any average high

English Career PlansEnglish Career Plans

d’s from .13 to .17’s: .58, .56

NNote. Grade 11 English course selections are actual rather than intended senior high selections. These schools however did not offer 3 unit English commencement until grade 12, explaining the apparent lack of grade 11 students electing the highest 3 unit level.

0%10%20%30%40%50%60%70%80%90%

100%

Yr9boys

Yr9 girls Yr10boys

Yr10girls

Yr11boys

Yr11girls

% s

tude

nts

Contemp General Related 3U

English HSC PlansEnglish HSC Plans

d’s from .15 to .32’s: .49, .36

Influences on English Influences on English CareerCareer

??32% variance unaccounted for by one discriminant linear function may relate to non-significant findings.

Self-Perceptions and HSC Self-Perceptions and HSC EnglishEnglish

1

2

3

lo mid hi

self-perceptions

HS

C E

nglis

h

Yr10

Yr9

Yr 9: All pairs sig.diff.Yr 10: mid similar to lo

Yr 9 Gender Effects on English Yr 9 Gender Effects on English E-VE-V

1

2

3

4

5

6

7


Yr 9 E-V constructs

mea

ns

boys

girlsn.s.

n.s.

n.s.

Yr 10 Gender Effects on English Yr 10 Gender Effects on English E-VE-V

1

2

3

4

5

6

7


Yr 10 E-V constructs

mea

ns

boys

girls

n.s.

n.s.

n.s.

n.s.

Importance of the StudyImportance of the Study• robust support for gendered participation in

maths/English

• extends operationalisation of participation to career plans

• E-V influences on maths/English participation Maths: gendered intrinsic value, self-perc, effort. Gender X utility

interaction

English: self-perc

• gendered E-V influences on maths/English choices?

Domain Specificity?Domain Specificity?• Despite similarly gendered participation

outcomes in English (although favouring girls), patterns of influence are different from those in maths.

• ‘Values’ did not predict English participation.

• Only ‘self perceptions’ predicted senior high English participation, no sig. influences on English-related career plans.

• Domain-specificity (cultural specificity?) for patterns of influence and the need for further research.

Extra slides have correlations in case asked …

Values CorrelationsValues CorrelationsMATHS: Yr 9 r=.41, Yr 10 r=.45

ENGLISH: Yr 9 r=.37, Yr 10 r=.39

Self-Perc & Values Self-Perc & Values CorrelationsCorrelationsMATHS - intrinsic: Yr 9 r=.49, Yr 10

r=.55

MATHS - utility: Yr 9 r=.29, Yr 10 r=.34

ENGLISH - intrinsic: Yr 9 r=.59, Yr 10 r=.66

ENGLISH - utility: Yr 9 r=.33, Yr 10 r=.24

Correlations

1 .444** .367** .394** .230** -.263** -.096

. .000 .000 .000 .000 .000 .123

284 278 256 259 257 258 258

.444** 1 .392** .407** .119* -.247** -.223**

.000 . .000 .000 .037 .000 .000

278 342 305 311 307 310 309

.367** .392** 1 .594** .294** -.595** -.277**

.000 .000 . .000 .000 .000 .000

256 305 392 391 389 391 390

.394** .407** .594** 1 .406** -.450** -.127*

.000 .000 .000 . .000 .000 .011

259 311 391 401 397 400 399

.230** .119* .294** .406** 1 -.087 .111*

.000 .037 .000 .000 . .083 .027

257 307 389 397 398 397 396

-.263** -.247** -.595** -.450** -.087 1 .514**

.000 .000 .000 .000 .083 . .000

258 310 391 400 397 401 399

-.096 -.223** -.277** -.127* .111* .514** 1

.123 .000 .000 .011 .027 .000 .

258 309 390 399 396 399 400

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

ONET_M11

MHSC11 PLANNEDMATHS HSC LEVEL

SELF9

MINT_9

MUSE_9

MDIFF_9

MEFFN_9

ONET_M11

MHSC11 PLANNED

MATHS HSCLEVEL SELF9 MINT_9 MUSE_9 MDIFF_9 MEFFN_9

Correlation is significant at the 0.01 level (2-tailed).**.

Correlation is significant at the 0.05 level (2-tailed).*.

Maths – grade 9Maths – grade 9

Maths – grade 10Maths – grade 10Correlations

1 .444** .270** .302** .215** -.168** -.049

. .000 .000 .000 .000 .006 .429

284 278 262 262 262 262 262

.444** 1 .306** .402** .203** -.229** -.074

.000 . .000 .000 .000 .000 .195

278 342 310 310 310 310 310

.270** .306** 1 .547** .356** -.507** -.124*

.000 .000 . .000 .000 .000 .015

262 310 381 381 381 381 381

.302** .402** .547** 1 .454** -.439** -.009

.000 .000 .000 . .000 .000 .864

262 310 381 381 381 381 381

.215** .203** .356** .454** 1 -.168** .114*

.000 .000 .000 .000 . .001 .026

262 310 381 381 381 381 381

-.168** -.229** -.507** -.439** -.168** 1 .473**

.006 .000 .000 .000 .001 . .000

262 310 381 381 381 381 381

-.049 -.074 -.124* -.009 .114* .473** 1

.429 .195 .015 .864 .026 .000 .

262 310 381 381 381 381 381

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

ONET_M11

MHSC11 PLANNEDMATHS HSC LEVEL

SELF10

MINT_10

MUSE_10

MDIFF_10

MEFFN_10

ONET_M11

MHSC11 PLANNED

MATHS HSCLEVEL SELF10 MINT_10 MUSE_10 MDIFF_10 MEFFN_10



English – grade 9English – grade 9Correlations

1 .123* .069 .136* .116 .038 -.060

. .042 .285 .033 .069 .560 .352

277 275 239 246 245 242 246

.123* 1 .332** .253** .088 -.251** -.278**

.042 . .000 .000 .120 .000 .000

275 354 306 315 314 310 315

.069 .332** 1 .594** .330** -.568** -.277**

.285 .000 . .000 .000 .000 .000

239 306 390 390 388 388 390

.136* .253** .594** 1 .400** -.388** -.230**

.033 .000 .000 . .000 .000 .000

246 315 390 403 401 398 403

.116 .088 .330** .400** 1 -.086 .089

.069 .120 .000 .000 . .088 .073

245 314 388 401 401 396 401

.038 -.251** -.568** -.388** -.086 1 .503**

.560 .000 .000 .000 .088 . .000

242 310 388 398 396 398 398

-.060 -.278** -.277** -.230** .089 .503** 1

.352 .000 .000 .000 .073 .000 .

246 315 390 403 401 398 403

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

ONET_E11

EHSC11 PLANNEDENGLISH HSC LEVEL

SELF9

EINT_9

EUSE_9

EDIFF_9

EEFFN_9

ONET_E11

EHSC11 PLANNEDENGLISH

HSC LEVEL SELF9 EINT_9 EUSE_9 EDIFF_9 EEFFN_9



?

English – grade 10English – grade 10Correlations

1 .123* .112 .045 .142* .080 -.025

. .042 .073 .470 .023 .205 .689

277 275 255 255 255 255 255

.123* 1 .283** .346** .143** -.174** -.128*

.042 . .000 .000 .010 .002 .021

275 354 325 325 325 325 325

.112 .283** 1 .656** .238** -.552** -.227**

.073 .000 . .000 .000 .000 .000

255 325 384 384 384 384 384

.045 .346** .656** 1 .371** -.393** -.132**

.470 .000 .000 . .000 .000 .010

255 325 384 384 384 384 384

.142* .143** .238** .371** 1 -.028 .207**

.023 .010 .000 .000 . .579 .000

255 325 384 384 384 384 384

.080 -.174** -.552** -.393** -.028 1 .471**

.205 .002 .000 .000 .579 . .000

255 325 384 384 384 384 384

-.025 -.128* -.227** -.132** .207** .471** 1

.689 .021 .000 .010 .000 .000 .

255 325 384 384 384 384 384

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

ONET_E11

EHSC11 PLANNEDENGLISH HSC LEVEL

SELF10

EINT_10

EUSE_10

EDIFF_10

EEFFN_10

ONET_E11

EHSC11 PLANNEDENGLISH

HSC LEVEL SELF10 EINT_10 EUSE_10 EDIFF_10 EEFFN_10



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Are Explanations for Gendered Career Aspirations and Senior High Enrolment in Math Domain Specific?...

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Transcript of Are Explanations for Gendered Career Aspirations and Senior High Enrolment in Math Domain Specific?...