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<p>Grounded in situated expectancy-value theory, this retrospective mixed-methods study examined how parent support during adolescence relates to STEM (science, technology, engineering, and math) motivation among low SES undergraduates currently majoring in STEM (<i>n</i> = 222; 86% women; 53% White, 19% Latine, 17% Asian, 7% Black). Past work has demonstrated that parent support positively relates to STEM motivation. However, few studies have examined this pattern amongst low socioeconomic status (SES) students, defined as students who are first-generation and/or from low-income backgrounds. Open-response thematic analysis revealed that socioemotional support, instrumental support, and role models were the most common forms of support for adolescent STEM pathways. Regression analyses revealed that quantitative measures of socioemotional support predicted student’s STEM expectancy and value beliefs, while instrumental support predicted only STEM expectancy beliefs. The implications of such findings can assist educators and parents in creating family-centered outreach opportunities that emphasize parental values and encouragement to help broaden STEM participation among low SES youth.</p>

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“They told me to succeed where they couldn’t”: Parent support and STEM motivation among STEM majors from low socioeconomic status backgrounds

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月30日

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  • Christine R. Starr,
  • Tess A. Shirefley

摘要

Grounded in situated expectancy-value theory, this retrospective mixed-methods study examined how parent support during adolescence relates to STEM (science, technology, engineering, and math) motivation among low SES undergraduates currently majoring in STEM (n = 222; 86% women; 53% White, 19% Latine, 17% Asian, 7% Black). Past work has demonstrated that parent support positively relates to STEM motivation. However, few studies have examined this pattern amongst low socioeconomic status (SES) students, defined as students who are first-generation and/or from low-income backgrounds. Open-response thematic analysis revealed that socioemotional support, instrumental support, and role models were the most common forms of support for adolescent STEM pathways. Regression analyses revealed that quantitative measures of socioemotional support predicted student’s STEM expectancy and value beliefs, while instrumental support predicted only STEM expectancy beliefs. The implications of such findings can assist educators and parents in creating family-centered outreach opportunities that emphasize parental values and encouragement to help broaden STEM participation among low SES youth.