The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.

加强STEM员工队伍的需求以及反过来，STEM教育渠道在美国是一个普遍的问题。该渠道中的一个关键组成部分是学生对STEM专业的兴趣以及他们对此类专业的坚持，理论上这是两者的作用。学生对主题的感知价值和期望信念。使用期望值镜头，我们使用以人为中心的方法或个人资料方法研究了高中学生在数学和科学中的期望信念和价值观的跨域模式。根据来自高中纵向研究的数据，潜在的个人资料分析显示了五种个人资料，其特征为低数学/低科学（即认可数学和科学的低期望值和价值信念），中等数学/中等科学，高数学/高科学，低数学/高科学和高数学/低科学。考虑到学生背景和学校背景的各个方面，我们发现动机档案成员资格可以预测数学和理科高中的成就，大学的坚持以及STEM的主要意图和主要选择。此外，个人资料成员之间也存在许多性别和种族/族裔差异以及背景差异。讨论了与研究结果有关的理论和教育实践的含义。