Fitting the STEM interests of middle school children into the RIASEC structural space

Babarović, Toni; Dević, Ivan; Burušić, Josip

doi:10.1007/s10775-018-9371-8

Cited by 19 publications

(13 citation statements)

References 51 publications

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“…This discrepancy is also in line with the study by Su and Rounds (2015, p. 15) who, based on the gender differences in interests, expected less than the actual proportion of women in the field of medical services. Su and Rounds (2015) conclude that there must be factors in addition to a high people-orientation (and a low things-orientation) within work environments that attract women (e.g., working conditions; e.g., Babarović et al, 2018). The magnitude of the mean social orientation of aspired occupations predominantly reflects the proportion of women in the different study subjects.…”

Section: Discussionmentioning

confidence: 99%

“…A Scopus inquiry for “vocational interest STEM” in March 2019 just resulted in 36 hits of which just five deal more specific with this issue. Most of these five discuss the aspects of differences in the things and people orientation (e.g., Su et al, 2009; Yang and Barth, 2015) while one of them (Babarović et al, 2018) maps specific interests for STEM into the RIASEC hexagon. Thus, it is essential to analyze the interest profiles of females and males in STEM and also to compare these with other occupational fields to get reliable knowledge about the characteristic interest profiles of females in STEM.…”

Section: Measuring the Congruence Between A Person’s Interests And Thmentioning

confidence: 99%

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The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Ertl

Hartmann

2019

Front. Psychol.

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The goal of the following study is to investigate whether first-year students in STEM fields that have a low proportion of females (STEM-L) show vocational interests that fit their vocational aspirations. To place our investigation into a broader context, we compared students in STEM-L with students of STEM subjects with a medium proportion of women (STEM-M) as well as with other subjects with a medium or a high proportion of females. We analyzed their vocational interests, vocational aspirations and their interest congruence. In both the comparison regarding interest profiles and the comparison of vocational aspirations, we focused on the things-orientation and people-orientation, all while taking respective gender differences into account. Following the suggestion from previous studies, in a further step we differentiated between subjects within STEM-L. Using data from the German National Educational Panel Study (NEPS), we analyzed the interest congruence of 5,530 male and 7,406 female students in STEM majors (with a low or medium proportion of women) and non-STEM majors (with a medium or high proportion of women). Students from different subjects showed different magnitudes regarding their things- and people-orientation. STEM-L students had a high things-orientation and a low people-orientation regarding both their interests and aspired occupations. Students of STEM-L and STEM-M showed a lower interest congruence than students from other subjects. With the exception of education, gender differences regarding the people- and things-orientation also existed within most of the subjects. Gender differences partly remain when distinguishing between the different subjects within STEM-L. And so, the result that not all STEM-L subjects are “created equal” is discussed in the context of their theoretical and methodological aspects.

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Section: Discussionmentioning

confidence: 99%

Section: Measuring the Congruence Between A Person’s Interests And Thmentioning

confidence: 99%

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Ertl

Hartmann

2019

Front. Psychol.

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“…Usually interest types are depicted in a hexagon form. The closer different types are to each other in a hexagon, the more related they are conceptually and empirically (Babarović et al, 2019). Despite the general support, cross-cultural studies of the Holland's hexagonal structure of types showed to be ambiguous in a sense that it did not fit the data well for non-US samples (Vardarlı et al, 2017;Ott-Holland et al, 2013).…”

Section: Models Of Vocational Interestsmentioning

confidence: 97%

“…Moreover, Lubinski (2000, p. 421) stated sex differences in interests are "perhaps the largest of all sex differences on major psychological dimensions." Paessler (2015) and Babarović, Dević, & Burušić (2019) hypothesized gender differences in vocational interests are also a major contributing factor to a gender diversity gap in occupation fields, still traditionally occupied by men (in particular the STEM disciplines -science, technology, engineering, and mathematics) (Botella, Rueda, López-Iñesta, & Marzal, 2019).…”

Section: резюмеmentioning

confidence: 99%

Untitled

2020

psychology

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Учре ди тель Национальный исследовательский уни вер си тет «Вы сшая шко ла эко но ми ки» Главный редактор В.А. Петровский (НИУ ВШЭ) Редакционная коллегия Дж. Берри (Университет Куинс, Кана да) Г.М. Бреслав (Балтийская международная академия, Латвия) Я. Вальсинер (Ольборгский университет, Дания) Е.Л. Григоренко (МГУ им. М.В. Ло мо но сова и Центр ребенка Йельского университета, США) В.А. Ключарев (НИУ ВШЭ) Д.А. Леонтьев (НИУ ВШЭ и МГУ им. М.В. Ломоносова) В.Е. Лепский (ИФ РАН) М. Линч (Рочестерский университет, США) Д.В. Люсин (НИУ ВШЭ и ИП РАН) Е.Н. Осин (НИУ ВШЭ) А.Н. Поддьяков (НИУ ВШЭ) Е.Б. Старовойтенко (НИУ ВШЭ) Д.В. Ушаков (зам. глав. ред.) (ИП РАН) М.В. Фаликман (НИУ ВШЭ) А.В. Хархурин (НИУ ВШЭ) В.Д. Шадриков (зам. глав. ред.) (НИУ ВШЭ) С.Р. Яголковский (зам. глав. ред.) (НИУ ВШЭ) Экспертный совет К.А. Абульханова-Славская (НИУ ВШЭ и ИП РАН) Н.А. Алмаев (ИП РАН) В.А. Барабанщиков (ИП РАН и МГППУ) Т.Ю. Базаров (НИУ ВШЭ и МГУ им. М.В. Ломоносова) А.К. Болотова (НИУ ВШЭ) А.Н. Гусев (МГУ им. М.В. Ломоносова) А.Л. Журавлев (ИП РАН) А.В. Карпов (Ярославский государст венный университет им. П.Г. Демидова) П. Лучисано (Римский университет Ла Сапиенца, Италия) А. Лэнгле (НИУ ВШЭ) А.Б. Орлов (НИУ ВШЭ) В.Ф. Петренко (МГУ им. М.В. Ломо но сова) В.М. Розин (ИФ РАН) И.H. Семенов (НИУ ВШЭ) Е.А. Сергиенко (ИП РАН) Т.Н. Ушакова (ИП РАН) А.М. Черноризов (МГУ им. М.В. Ломо но со ва) А.Г. Шмелев (МГУ им. М.В. Ломо но сова) П. Шмидт (НИУ ВШЭ и Гиссенский университет, Германия)

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“…The age of 13 is considered a turning point in the formation of interests and in 8th grade, students begin to think about their future education life and career choices (Babarović et al, 2018). Because students develop their own interests and recognize their academic strengths at the middle school level, efforts for students to increase their interest in STEM careers should begin at that time (Kier et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Turkish Middle School Students’ 21st Century Skills and STEM Career Interest: Gender Effect

Atabey¹,

Topçu²

2020

Journal of Education in Science, Environment and Health

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Fitting the STEM interests of middle school children into the RIASEC structural space

Cited by 19 publications

References 51 publications

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Untitled

The Relationship between Turkish Middle School Students’ 21st Century Skills and STEM Career Interest: Gender Effect

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