An Exploration of Black Girls’ Science Motivation and Teacher- and School-Related Beliefs: A QuantCrit Approach Utilizing Situated Expectancy-Value Theory and Critical Race Feminism

Investigating in Black girls’ and women’s participation in science, technology, engineering, and mathematics (STEM) fields is critical for innovation and progress; yet, there remains a dearth of research that critically investigates their science-related motivation. We utilized situated expectancy-value theory and critical race feminism and took a QuantCrit approach in investigating how Grade 9 female-identified Black students’ (n= 1,340) perceptions of their teachers, schools, and key features of their science learning environment related to their science motivation, STEM career expectations, and high school and postsecondary STEM pursuits. The results from measurement invariance testing showed that Black girls and non-Black girls interpreted expectancy for success and task value items similarly. Furthermore, structural equation modeling results provided evidence of the essential roles of Black girls’ perceptions of supportive and fair teachers and out-of-classroom science opportunities in relation to students’ science-related expectancies for success and attainment, intrinsic, and utility value.We discuss practical and methodological implications and future directions for the creation of socially, culturally, and psychologically safe, affirming, and transformative STEM learning environments for Black girls.