Examining the Motivations of STEM Graduate Teaching Assistants through Expectancy Value Theory

Teaching assistantships are the primary funding mechanism for many STEM graduate students. These roles are known to have a large impact in undergraduate courses; undergraduates often spend as much face time with graduate teaching assistants (GTAs) as faculty members. At the same time, the experiences of GTAs in these positions are equally formative and potentially important for retention, yet are often de-prioritized. This presentation will discuss analyses of two focus groups of GTAs previously collected as part of a photovoice study. We will analyze focus group transcripts using expectancy value theory (EVT). EVT theorizes motivation for a goal is influenced by a person's expectancies to succeed, the associated cost, and three types of value: intrinsic, utility, and attainment. We will code the focus group transcripts for each of these constructs. Preliminary findings show individual GTA experiences are each consistent with one or more EVT constructs. If many experiences point towards GTAs lacking one aspect of motivation, educators and graduate program leaders may be able to identify larger systemic issues in GTA motivation. These institutional issues can then be addressed rather than only targeting the resultant symptoms GTAs experience while ignoring the underlying causes. Without motivation, GTAs are in danger of falling behind in their work, declining mental health, and even leaving the program. Support for GTA motivation is vital for the health of a graduate program and scientific discipline.