Family influence and STEM career aspirations

Ennes, Megan; Jones, M. Gail; Cian, Heidi; Dou, Remy; Abramowitz, Brian; Bordewieck, Kathleen E.; Ideus, Kimberly L.

doi:10.1016/b978-0-12-818630-5.13022-2

Cited by 2 publications

(3 citation statements)

References 72 publications

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“…Prior research suggests that recurrent or habitual participation in ISLEs is more likely associated with STEM interests than is occasional participation, and that individuals who go on to pursue STEM careers or hobbies later in life are more likely to have engaged in ISLEs early in their development. 1,[23][24][25][26][27] Specifically, we seek to understand the associations between recurrent, childhood participation in ISLEs and STEM interests at the end of high schoola critical decision point in youth's academic trajectories. This may be valuable for informing how to support STEM interest development, as well as recruitment and retention in STEM careers.…”

Section: Study Purposementioning

confidence: 99%

“…21 It is, therefore, important to consider the significance of other facets of the learning ecosystem on STEM interest development, namely, unstructured and habitual informal learning experiences. 22 Such childhood experiences may lay the foundation for adult recreational and/or professional STEM engagement, [23][24][25][26][27] as well as perceptions of oneself as a STEM person (i.e., STEM identity) across time. 20 Within the broader body of research on ISLEs, some studies have focused on examining their contributions to interest development in "STEM" as a unified concept.…”

Section: Introductionmentioning

confidence: 99%

“…This study seeks to describe the types of experiences that promote youth interests in fields that continue to suffer from narrow demographic participation. Prior research suggests that recurrent or habitual participation in ISLEs is more likely associated with STEM interests than is occasional participation, and that individuals who go on to pursue STEM careers or hobbies later in life are more likely to have engaged in ISLEs early in their development 1,23‐27 . Specifically, we seek to understand the associations between recurrent, childhood participation in ISLEs and STEM interests at the end of high school—a critical decision point in youth's academic trajectories.…”

Section: Introductionmentioning

confidence: 99%

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Childhood experiences and undergraduate student interest in STEM disciplines: Attending to setting and activity type

Dou

Cian

Hazari

et al. 2023

Annals of the New York Academy of Sciences

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Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data reported by a nationally representative sample of college students (N = 15,579). Results show that childhood participation in specific typologies of ISLEs (i.e., setting and activity type) is associated with youth's disciplinary interests at the end of high school. Participation in outdoor activities that invite observation is more often reported by female respondents and is negatively associated with interest in computing and mathematics. Participation in indoor activities that invite object manipulation is more often reported by male respondents and is positively associated with interest in computing and engineering. However, frequent participation in multiple ISLEs is positively associated with interest in “science.” These results elucidate stereotypical discourses that reinforce the exclusion of minoritized students and expose critical areas needing reform.

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