Undergraduate Latina/o/x Student Motivation: Moderating Influences of Cultural Capital on STEM Persistence at a Hispanic-serving Institution
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This dissertation is a quantitative correlational study that explored the associations between elements of expectancy-value theory of achievement choices and Latina/o/x students’ intention to persist in their STEM major at a Hispanic-serving institution (HSI). The theoretical framework includes both expectancy-value theory (Eccles & Wigfield, 2020) and the Community Cultural Wealth Model (Yosso, 2005), positioning non-traditional types of cultural capital as variables which may moderate the influences that expectancy of success and subjective task value have on academic intentions to persist. Hierarchical multiple regression analyses revealed statistically significant interaction effects between expectancy and aspirational capital, value and aspirational capital, value and navigational capital, and value and resistant capital. Findings contribute to the gap in scholarly understandings of how culturalized assets operate within traditional theories of achievement motivation and suggest that Latina/o/x STEM major students may benefit from the purposeful validation of these assets.