influence of parental involvement by gender on student outcomes in stem

Presented by

Peter D. Marle, B.A.

Influence of Parental Involvement by Gender on

Student Outcomes in STEM

Influence of Parental Involvement in STEM

Presented By Peter D. Marle, B.A.

Center for STEM Education Model


Student VariablesMotivation

Self ConceptSelf Efficacy

AttitudesAchievement

Student & FamilyCharacteristicsDemographics,

Family EncouragementPeer Influence

Giftedness

STEM Learning Variables(PIPES)

K-12 STEM Workshops & Summer Camps

(intensity, duration, breadth)Science and Math Professional

Development Academies

STEM Retention

InterestsIntentionsDecisions

Major Choice

Career Choice

PIPES: Partnership in Innovative Preparation for Educators and Students

What the Literature Says


Recent 2009 Meta-Analysis (Hill & Tyson, 2009)

•50 studies in parent involvement for middle-school students

• Parent involvement is positively associated with achievement

• Academic socialization was strongest type

• Communication of expectations

• Value for education

• Fostering child’s aspirations

• Planning for future

PIPES’ Parent Involvement and Attitude Variables


Construct Instrument / Scale Literature / Source

Parent Attitudes toward Math and Science

Attitudes about Math Survey (Adopted for Science)

Fennema and Sherman (1976)Mason and Kahle (1988)Smith and Hausafus (1996)

Parent Encouragement Measures of Science Advantage and Motivation for a Science Career

Stake and Mares (2001) **Student Measures adapted for use with Parents

Demographics and Characteristics of Student and their Family Gender, Race/Ethnicity, Family

SES, Family type Parents’ Level of Education /

Occupation Classification (e.g., Gifted) Grade Level Parents’ Expectations for

College

Math and Science Interest Survey-PARENT QuestionnaireStudent Information Survey (Parent Version)

Some items adopted from GK-12 Outreach –University of Arkansas

http://gk12.uark.edu

Literature and PIPES’ Parent Variables


•Parent Involvement through Academic Socialization

• Communication of expectations

• Motivation for a Science Career (also adapted for math)

• Value for education

• Attitudes about Math Survey (also adapted for science)

• Fostering child’s aspirations

• Measures of Science Advantage (also adapted for math)

• Planning for future


• Parents’ expectations for college

Sample Parent Survey Items


•Parent Involvement through Academic Socialization


“Having a science career would be interesting for my child”

• Attitudes about Math Survey, Math Beliefs subscale (also adapted for science)

“Math is one of the most important subjects for my child to study in school”

• Attitudes about Math Survey, Math Action subscale (also adapted for science)

“I encourage my child to take advanced math in school”

• Measures of Science Advantage (also adapted for math)

“Our family is interested in the science courses my child takes”

• Parents’ expectations for college

“What is the highest level of education you expect your child to complete”

PIPES’ Student Characteristics


*Data excludes participants without parent response on the parent attitude and involvement surveys

5th Grade

6th Grade

7th Grade

8th Grade

9th Grade

10th Grade

11th Grade

12th Grade

0

40

80

120

160

200

Number of Students Enrolled in PIPES (2010/2011 School Year) 5.3

2.0 7.

2

60.4

1.3

10.7

9.6

3.5

Students' Race (Percentages)Asian American

American Indian

Black or African Amer-ican

White or European Amer-ican

Native Hawaiian or Pacific Islander

Mixed Race

Other Race

No Race Specified

25.1

72.2

2.6Students' Ethnicity (Percentages)

Hispanic

Not of Hispanic Origin

Ethnicity UnspecifiedIn Gifted Program

Not in Gifted Program

Parent Did not Know

0

200

400

Child Enrolled in Gifted Program at

School46

54

GenderMale

Female

PIPES’ Parent and Family Characteristics


*Data excludes participants without parent response on the parent attitude and involvement surveys

0-19k20-29k

30-39k40-49k

50-59k60-69k

70-79k80-89k

90-99k

100k or more

020406080

100120140160

Household Income

64.7

16.8

2.09.7

2.34.5

Family Type (Percentages)Original, 2 Parent

Single Mother

Single Father

Remarried Mother/ Stepfather

Remarried Father/ Stepmother

Other

Did N

ot Fi

nish

Hig

h Sch

ool

High S

choo

l

Some C

olleg

e

Trade o

r Com

munity

Col

lege

Bache

lor's

Mas

ter's

Docto

rate

0

50

100

150

200

250 Parents' EducationMother

Father

Mot

her

Mot

her:

STEM

Rela

ted Jo

b

Fath

er

Fath

er: ST

EM R

elated

Job

0

400

800

Employment and STEM Careers

Unanswered

Not Employed

Employed

No

Yes

Parent Survey Statistics


Science Portion (N = 833; 53% female); Math Portion (N =813; 53% female)

Mot

ivatio

n fo

r a _

Car

eer

Mea

sure

s of

_ A

dvan

tage

Attitu

des

About

_; A

ction

Sub

scale

Attitu

des

About

_; B

elief

Sub

scale

3.5

4

4.5

5

5.5

6Science

Math

Scienc

e Car

eer

Scienc

e Adv

anta

ge

Scienc

e Act

ion

Scienc

e Beli

ef

Mat

h Car

eer

Mat

h Adv

anta

ge

Mat

h Act

ion

Mat

h Beli

ef3.5

4

4.5

5

5.5

6Girl

Boy

These measures were aggregated for the following analysesinto a Parent Attitude and Involvement Variable

Median r for science measures = .64 (p < .001, N = 814), for math measures = .52 (p < .001, N = 814)



Mother Father3.5

4

4.5

5

5.5

6

Aggregated Parent Attitude and Involvement

Son

Daughter

Child’s Gender: p < .001, η2 = .02 (small)Parent’s Gender: p = .187, η2 = .002Interaction: p = .359, η2 = .001

Aggregated Parent Attitude and Involvement M = 5.03, SD = 0.60 (range 1.98 to 6.00; N = 792)



Child’s Gender: p < .001, η2 = .02 (small)Race: p = .289, η2 = .007Interaction: p = .006, η2 = .02 (small)Simple Main Effects Pairwise Comparisons: * p < .05, ** p < .01, *** p < .001; η2 = .01, .01, .02,

respectively

3.5

4

4.5

5

5.5

6

Aggregated Parent Attitude and Involvement

Boy

Girl



Scienc

e M

aste

ry E

xper

ience

Scienc

e Soc

ial P

ersu

asion

s

Scienc

e Phy

siolog

ical S

tate

Scienc

e Vica

rious

Exp

erien

ce

Mat

h M

aste

ry E

xper

ience

Mat

h Soc

ial P

ersu

asion

s

Mat

h Phy

siolog

ical S

tate

Mat

h Vica

rious

Exp

erien

ce

Mot

ivatio

n fo

r a S

cienc

e Car

eer

Scienc

e Self

-Con

cept

Inte

rest

in a

Car

eer i

n Scie

nce

Inte

rest

in a

Car

eer i

n M

ath

Inte

rest

in a

Car

eer i

n Tea

ching

Inte

rest

in a

Car

eer i

n a

Med

ical F

ield

Inte

rest

in a

Car

eer i

n Eng

ineer

ing

Inte

rest

in a

Car

eer i

n Com

pute

r Pro

gram

ming

Confid

ence

in E

arnin

g an

"A" i

n M

ath

Mea

sure

s of

Scie

nce

Advan

tage

Scienc

e Tea

cher

Sca

le

Scienc

e Frie

nds

Scale

Mot

ivatio

n fo

r a M

ath

Caree

r

Mat

h Self

-Con

cept

Mea

sure

s of

Mat

h Adv

anta

ge

Mat

h Tea

cher

Sca

le

Mat

h Frie

nds

Scale

Confid

ence

in E

arnin

g an

"A" i

n Scie

nce

1

2

3

4

5

6

Low (M < 5.03)

Average; Low Responses

High (M > 5.03)

Average; High Responses

With exception of Careers in Teaching and Medical Fields, p < .001 for all comparisons.Median mean difference = 0.54 (range of 0.25 [Science Teacher Scale] to 1.01 [Career in Eng.]); Median d = 0.47 (range of 0.33 [Science Teacher Scale] to 0.82 [Motivation for a Science

Career]; small to large effect sizes).



Math (low n = 136, high n = 144); Science (low n = 132, high n = 142); d = 0.25 & 0.19* p = .036; ** p = .123 (ns)

Math Grade * Science Grade **2

2.5

3

3.5

4

Student Achievement in Science and Mathon a 4.0 Scale

Low Involvement

High Involvement

Math Grade * Science Grade **2

2.5

3

3.5

4

Student Achievement in Science and Mathon a 4.0 Scale

Low Involvement

High Involvement

Math (low n = 61, high n = 85); Science (low n = 62, high n = 85); d = 0.10 & 0.08* p = .541; ** p = .626

Pre SurveyPost Survey

Direction for the Future


What Does this Mean for STEM Research (PIPES)?

• Parent Involvement is remarkably constant across student measures

• Our differentiation of Low and High Involvement (split at 5.03 on a 1 to 6 scale)

• What are the implications of even lower parent involvement

• Can low/no involvement be ameliorated?

• Do PIPES programs ameliorate the effect of lower parent involvement on student

outcomes?

• Will they sustain an effect?

• PIPES model


Questions?

Thank You for Listening!

influence of parental involvement by gender on student outcomes in stem

Documents

stem parent involvement

math survey

science attitudes

futurepipes parent involvement

science courses

science career stake

advanced math

college math