Interpretive investigation of the science‐related career decisions of three African‐American college students

Lewis, Bradford F.; Collins, Angelo

doi:10.1002/tea.1020

Cited by 35 publications

(22 citation statements)

References 9 publications

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“…The item content is conceptually based in Pascarella and Terenzini’s (1980) model of college attrition. These subscales have been used widely in the student development and college persistence literature and recently adapted to measure perceived campus climate with African American STEM students (Brown et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis.

Byars‐Winston¹,

Estrada²,

Howard³

et al. 2010

Journal of Counseling Psychology

244

247

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This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/ science outcome expectations), along with the influence of ethnic variables (ethnic identity, othergroup orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions. Keywordssocial cognitive career; ethnic identity; science and engineering; career goals; underrepresented students Correspondence concerning this article should be addressed to Angela Byars-Winston, Center for Women's Health Research, 700 Regent Street, Suite #301, University of Wisconsin, Madison, WI 53715-2634. ambyars@wisc.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at www.apa.org/pubs/journals/cou. National surveys of freshmen indicate that the intentions of ALANA students to major in a STEM field are similar to the intentions of White students (NSB, 2006). However, by the sixth year of college, only about 29% of ALANA students entering STEM majors graduate with a STEM degree compared to 42% of White students entering STEM majors (Hayes, 2007). Though scholarship exists on interventions to reduce attrition of ALANA students from STEM, it is largely comprised of program evaluations and minimal research that attends to the influence of cultural variables on retention. Further, few STEM retention efforts are informed by theorydriven research and are thus often reliant upon anecdotal or folk insights to guide their efforts (Lewis, 2003), delivering interventions that may not be effective or culturally relevant for ALANA students. Identifying influences on retention-related variables for ALANA students in STEM majo...

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Section: Methodsmentioning

confidence: 99%

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis.

Byars‐Winston¹,

Estrada²,

Howard³

et al. 2010

Journal of Counseling Psychology

244

247

View full text Add to dashboard Cite

show abstract

“…Next, students were asked to indicate which sources of career information were helpful for their career search from a 14 item predetermined list (Table 4). These career goals and values have also been noted to influence recruitment (Dowell 1996;Lewis and Collins 2001;Zhou et al 2004) and/or to influence interest in genetic counseling (Lega et al 2005). (Check all that apply)."…”

Section: Career Decisionsmentioning

confidence: 99%

A Cross Sectional Study Exploring Factors Impacting Recruitment of African American College Students into the Genetic Counseling Profession

Schneider

Collins²,

Huether

et al. 2009

Journal of Genetic Counseling

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African Americans account for about 12.7% of the United States population, but only 1% of the National Society of Genetic Counselors' membership identifies as African American. Since individuals often seek health care from providers sharing similar backgrounds, training genetic counselors from diverse backgrounds is critical. Psychology and biology students (N=552) at four universities completed a self-administered online survey assessing the influence of genetic counseling awareness, demographics, and career decisions on students' interest in pursuing genetic counseling as a career. More African Americans (83%) than Caucasians (62%) reported having chosen a career (p< or = .001). Of the 65% of students who indicated interest in the career description of genetic counseling, fewer African Americans (50%) than Caucasians (74%) had heard of genetic counseling (p< or = .001). Specific strategies to overcome recruiting barriers such as early career selection and lack of awareness of the genetic counseling career among African Americans are suggested.

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“…In view of this, the important goal of relevant science education is to recognize the perceived need to prepare and equip learners for future occupation. Some studies revealed that some factors are taken into consideration by students when decisions on the career choice or path are made (Sadler et al 2012;Correl 2004;Lewis and Collins 2001). Such factors are likely to be the different hopes and priorities students hold for their future, which might be important for the choice of a future occupation or job.…”

Section: Literature Reviewmentioning

confidence: 99%

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

et al. 2016

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Background: This study is about Abu Dhabi high school students' interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture the links between the various constructs. The model hypothesize that students' future job expectations have several significant determinants or constructs related to their interest in science, out-of-school experiences, attitude toward science, opinion about science class, and opinion about environmental challenges. Exploratory factor analysis of each of the original ROSE dimensions provided the factors and constructs for the SEM. Summated scores of factors are used for the SEM analysis. Results: Constructs with the highest total effect are "my science class," "my attitude toward science," and "my interest in science." Both "my out-of-school experiences" and "my opinion of environmental challenges" have low direct effects. In this study, descriptive statistics of items are presented, and the implications for curriculum development, teacher professional development programs, and other education strategies in Abu Dhabi are discussed.

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Interpretive investigation of the science‐related career decisions of three African‐American college students

Cited by 35 publications

References 9 publications

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis.

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis.

A Cross Sectional Study Exploring Factors Impacting Recruitment of African American College Students into the Genetic Counseling Profession

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

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