– There were significant race by gender differences in students’ education and STEM occupational plans.
– Race and gender differences exsist in perceived cost utility and efficacy of education and occupation outcomes.
– Depending on the definition of STEM careers operationalized in the analysis, variation can be observed in the impact of gender, while the role of the expectancy-value constructs remains largely consistent across multiple definitions of STEM careers.
– While expectancy-value constructs such as utility, interest, and attainment value are significantly related to the STEM career plans of White students, fewer significant relationships between expectancy-value constructs and the STEM career plans of Black and Hispanic students were identified.