This study longitudinally tracks 10th grade students for 4 years regarding their persistence in aspirations of teaching careers using a nationally representative sample (National Educational Longitudinal Survey of 1988). Factors contributing to persistence in aspirations of teaching careers are examined based on the social-cognitive career theory (SCCT). Results suggest that there are racial differences in persistence in aspirations to teaching careers. Students who persist perform better on academic achievement, score higher on locus of control, and come from a family that had a higher socioeconomic status and a higher parental education level than students who do not persist. Results also suggest a good fit of the social-cognitive model in prediction of persistence in teaching aspirations.

Anticipated shortfall in the science, technology, engineering, and mathematics (STEM) workforce in the United States has prompted researchers and policy-makers to examine the supply pipeline and factors influencing the supply pipeline. Applying Social-Cognitive Career Theory, this study examined decision-making predisposition of college students who were interested in STEM majors. Results show significant gender and racial differences in in decision-making self-efficacy, decision-making style, and career indecision. Logistic analyses show that race, decision-making style, and career decision-making self-efficacy significantly predict enrollment in STEM majors. Implications for counseling interventions are discussed.