The current study explored individual and gendered differences in Black students’ motivation for learning mathematics using three key Situated Expectancy-Value Theory (SEVT) constructs (expectancies of success, interest, and importance). It also evaluated whether math motivational profiles in 6th grade or 10th grade predicted math achievement and STEM career aspirations in 10th grade among Black students while controlling for prior math achievement. Black students (n = 408, 55% female) attending schools in a metropolitan area of Tennessee, USA and mostly from families surviving economic marginalization completed surveys and math achievement assessments across middle and high school. Latent Profile Analysis identified three profiles of math motivation in 6th grade, including a profile of high motivation across constructs, and Black girls were less likely to be in the high motivational profile than Black boys. Profile membership in 6th grade predicted 10th grade math achievement. In contrast, math motivation profiles in 6th grade did not predict STEM career aspirations in 10th grade. Parallel analyses for concurrent relations in 10th grade were similar, except that there were no gender differences in profile prevalence. Overall, findings suggest that SEVT is useful for understanding motivation and academic performance among Black students when a person-centered analytic approach is used, but more work is needed to expand the theory to understand the development of Black students’ STEM career aspirations.

当前的研究使用三个关键的情景期望值理论（SEVT）结构（对成功、兴趣和重要性的期望）探讨了黑人学生学习数学动机的个体和性别差异。它还评估了六年级或十年级的数学动机概况是否可以预测黑人学生十年级的数学成绩和 STEM 职业愿望，同时控制先前的数学成绩。 在美国田纳西州大都市区上学的黑人学生（n = 408，其中 55% 为女性）大部分来自经济边缘化家庭，他们完成了初中和高中的调查和数学成绩评估。潜在概况分析确定了六年级数学动机的三种概况，包括跨结构的高动机概况，黑人女孩比黑人男孩更不可能处于高动机概况。六年级的个人资料会员资格预测十年级的数学成绩。相比之下，六年级的数学动机并不能预测十年级的 STEM 职业抱负。十年级同时关系的平行分析相似，只是概况流行率没有性别差异。总体而言，研究结果表明，当使用以人为中心的分析方法时，SEVT 对于理解黑人学生的动机和学业成绩很有用，但需要做更多的工作来扩展该理论，以了解黑人学生 STEM 职业抱负的发展。