Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework

Mau, Wei‐Cheng; Chen, Shr-Jya; Lin, Chi-Chau

doi:10.3390/educsci9020151

Cited by 12 publications

(12 citation statements)

References 28 publications

(38 reference statements)

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“…Findings from this study added to the growing body of empirical literature on gender difference regarding parental involvement, learning experience, and self-efficacy, and STEM career aspiration. In accordance with previous research (He & Zhou, 2018;Ing, 2014;Mau et al, 2019;Mau & Li, 2018;Wang & Degol, 2013), the present study provides additional evidence that gender differences in STEM career interests remain pervasive among high school students. Male students were more likely to participate in the STEM workforce than female students regardless of the socio-cultural contexts.…”

Section: Discussionsupporting

confidence: 92%

“…ender equity in education and career development has been a social and political issue for policymakers, educators, and researchers around the world. Concerns about the gender gap in science, technology, engineering and mathematics (STEM) participation and inadequate preparation of female high school students are pervasive and drawing considerable research attention (Ing, 2014;Kanny et al, 2014;Li et al, 2019;Mau et al, 2019;Mau et al, 1995;Mau & Li, 2018;Wang & Degol, 2013). Despite extensive research and policy efforts, gender disparity in STEM participation in educational and vocational fields has remained consistent in many countries (Ganley et al, 2018; G Gender Difference in STEM Career Aspiration and Social-Cognitive Factors in Collectivist and Individualist Cultures 31 Thurlings et al, 2014;United Nations Educational, Scientific and Cultural Organization [UNESCO], 2017; Wang & Degol, 2013).…”

mentioning

confidence: 99%

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Gender Difference in STEM Career Aspiration and Social-Cognitive Factors in Collectivist and Individualist Cultures

Mau¹,

Chen²,

Li³

et al. 2020

AIJ

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Gender equity in STEM demands that girls and women are provided with learning experiences, opportunities, and resources that meet their educational and vocational goals. This study examined gender difference in STEM learning experience, parental involvement, and self-efficacy to predict STEM career aspiration of different sociocultural groups. Two independent samples of high school students, one recruited from a collectivist culture (Taiwanese sample, N = 590) and the other recruited randomly from an individualist culture (American sample, N = 590), were used to examine the differences. Findings suggested a greater gender difference in STEM learning experience, parental involvement, and STEM self-efficacy of students from the collectivist culture than students from the individualist culture. Results of logistic analyses showed differential prediction of STEM career aspiration in two different cultural contexts. Findings were discussed in light of socio-cultural contexts.

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

Gender Difference in STEM Career Aspiration and Social-Cognitive Factors in Collectivist and Individualist Cultures

Mau¹,

Chen²,

Li³

et al. 2020

AIJ

Self Cite

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“…Research scholars believe that by increasing the number of underrepresented students within the field, the STEM domain will be significantly enriched. The fundamental influences that cause the underrepresentation of minoritized students in STEM fields include gender stereotypes and biases, self-efficacy, student interests, course selection, academic proficiencies, and familial background (Wang & Degol, 2017;Mau et al, 2019).…”

Section: Review Of Literaturementioning

confidence: 99%

“…However, the existing collection of proficient STEM candidates fail to compliment the STEM job growth and accumulating demands, resulting in limitations of innovation and economic development (Mau et al, 2019). According to Mau et al (2019), the STEM labor force expansion is vital to economic growth in many developing countries. Recent data from the United States Bureau of Labor Statistics (2021) projects an 8.8% increase in STEM occupations from 2018 through 2028.…”

Section: Introductionmentioning

confidence: 99%

Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students

Owens

Ramsay-Jordan

2021

JUMP

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The calls for increased diversity and participation of persons from historically underrepresented groups in science, technology, engineering and math (STEM) have gained increasing prominence within education in recent years, yet Black and Latinx students continue to have unequal opportunities to pursue STEM. This research investigates the disparity of Blacks and Latinx students' participation within high school STEM. Specifically, systemic influences and teacher impact are discussed. The research identifies teacher-student relationships, student recruitment methods, teachers' perceptions about STEM, inadequate preparation of teachers, and lack of resources as stimuli that inhibit student participation within STEM courses and programs. The examination of these stimuli could help school leaders and educators implement appropriate strategies to increase participation rates of Blacks and Latinx in STEM.

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“…Social Cognitive Career Theory has been applied to understanding students' pursuit of STEM broadly [7,8] and in specific STEM domains such as computer science [9,10] and engineering [11,12]. For instance, Atadero et.…”

Section: Introductionmentioning

confidence: 99%

Access to opportunities affects physics majors' interest and choice of methods specialization

Cardona¹,

Alaee²,

Zwickl³

2021

2021 Physics Education Research Conference Proceedings

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Physics is a degree that supports many career paths, and students often develop preferences for particular methods, such as theoretical, computational or experimental. However, it is not well understood how those preferences develop and affect students' later career decisions. We used Social Cognitive Career Theory (SCCT) as the basis for interpreting students' decision-making processes. SCCT provides a framework for connecting learning experiences, self-efficacy, and outcome expectations with students' interests, goals, and decisions. Semi-structured interviews with 8 physics students were conducted. This analysis focuses primarily on a single student to provide space to explore all three method specializations (theory, computation, and experiment) in more depth. We find that the availability of resources and learning opportunities had a significant impact on students' career choices. Theoretical and computational experiences were readily available through classwork, undergraduate research, and could be worked on at home and in peer study groups. Students lacked the ability to work on experimental physics outside of infrequent classroom opportunities and could not build peer networks that supported their experimental skill growth, which was linked to lower interest and self-efficacy in regards to experimental physics.

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Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework

Cited by 12 publications

References 28 publications

Gender Difference in STEM Career Aspiration and Social-Cognitive Factors in Collectivist and Individualist Cultures

Gender Difference in STEM Career Aspiration and Social-Cognitive Factors in Collectivist and Individualist Cultures

Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students

Access to opportunities affects physics majors' interest and choice of methods specialization

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