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The authors take first steps in racializing Eccles and Wigfield’s situated expectancy value theory (SEVT). SEVT was initially developed to explain gender differences in motivation for and choice of STEM majors and careers but has been mostly silent on issues of race and racism in motivation research. Thus, the authors focus on Black American adolescents’ school experiences and reconceptualize three parts of the model: SEVT’s conceptualization of the cultural milieu, its portrayal of the socialization of motivation in school and at home, and aspects of individuals’ subjective task values, one of the key constructs in the model. To “break down silos” we connect SEVT to Critical Race Theory (CRT) by suggesting the cultural milieu “box” in the model be reimagined to include the impact of systemic racism and discrimination, power differentials, school segregation, and inequities in teacher quality and transience. Regarding racial socialization patterns within schools, we propose the notion of stage-culture-environment misfit, and evaluate teachers’ beliefs, biases, and cultural (in)competence. We also connect SEVT to empirical research on racial-ethnic socialization, specifically how the parents of Black children prepare them for discriminatory experiences and foster healthy racial identities. Turning to individuals’ subjective task values, we suggest expanding the cost aspect of task value to include racialized opportunity cost. We also extend intrinsic and attainment aspects of task value through integrating the emergent literature on Black joy. We conclude by suggesting critical pragmaticism as a possible broad framework in which motivation researchers from different perspectives can work together. 

Interventions can enhance students' motivation for reading, but few researchers have assessed the effects of the specific motivation‐enhancing practices that comprise these interventions. Even fewer have evaluated how students' perceptions of different intervention practices impact their later motivation and academic outcomes. In this study, we utilised data from a study of Concept‐Oriented Reading Instruction, a programme designed to enhance seventh‐grade students' reading comprehension and motivation. We examined the effects of students perceiving one practice from this intervention, emphasising the importance of reading, which was designed to enhance their task values for reading (Eccles‐Parsons et al.,). Unexpectedly, structural equation modelling analyses showed that students' perceptions of importance support predicted their later competence‐related beliefs, but not their task values. Students' competence‐related beliefs predicted their reading comprehension and behavioural engagement, whereas students' task values predicted reading engagement. However, there were no significant indirect effects of perceiving importance support on students' reading outcomes.