Are Explanations for Gendered Career Aspirations and Senior High Enrolment in Math Domain Specific?...
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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
self-perc intrinsic utility difficulty effort req
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
self-perc intrinsic utility difficulty effort req
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
self-perc intrinsic utility difficulty effort req
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.
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
Correlation is significant at the 0.01 level (2-tailed).**.
Correlation is significant at the 0.05 level (2-tailed).*.
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
Correlation is significant at the 0.05 level (2-tailed).*.
Correlation is significant at the 0.01 level (2-tailed).**.
?
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
Correlation is significant at the 0.05 level (2-tailed).*.
Correlation is significant at the 0.01 level (2-tailed).**.
??
?