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Special Issue: Re-imagining who does STEM
Published: 31-01-2020

Understanding the Role of Older Sibling Support in the Science Motivation of Latinx Adolescents

University of California, Irvine
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Kayla Puente

Graduate student at the School of Education
University of California, Irvine
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Sandra D. Simpkins

Professor at the School of Education
familism STEM motivation self-concept task-value science Latinx adolescents sibling

Abstract

Based on the expectancy-value theory, cultural microsystem model, and family systems theory, this study aimed to understand (a) the extent to which Latinx older siblings’ support predicted the high school science motivational beliefs of their younger adolescent sibling, and (b) whether these relations varied based on older siblings’ familism values and gender. This study included data on 104 Latinx adolescents in 9th grade and their older siblings. Quantitative regression analyses indicated that older siblings with high familism values were more likely to provide higher support. Older siblings’ support did not predict science self-concept or task value for all youth; however, this relation was significant when the older sibling’s familism values were high. Older sibling gender was unrelated to any indicators in this study. These findings suggest that familism values may play a significant positive role in Latinx sibling dyads, with older siblings who are more connected to their family serving as a significant resource to promote science motivation among their younger siblings.

How to Cite

Puente, Kayla, and Sandra D. Simpkins. 2020. “Understanding the Role of Older Sibling Support in the Science Motivation of Latinx Adolescents”. International Journal of Gender, Science and Technology 11 (3):405-28. https://genderandset.open.ac.uk/index.php/genderandset/article/view/661.