STEM Career Interest of Kazakhstani Middle and High School Students

Abstract

The aim of this study is to analyze secondary school students’ career interests in STEM subjects. This survey-based quantitative research is provided to gain insight into the STEM career interests of 398 students (7–11 graders), in the Almaty region of the Kazakhstan Republic. Through parametric and non-parametric test analysis, the relationship between students’ STEM career interest and their gender, their parents’ occupation, parents’ education, family size, school type, and school location were revealed. Results indicated that, on average, participant students showed positive interest in STEM careers. In particular, boys’ and girls’ responses were equally positive in many sub-scales of STEM. Additionally, great interest in STEM careers was shown by village students, whereas, for private school students who are living in the city, STEM career interests were the lowest in our sample. We also found that students’ family size, parents’ education, and occupation does not relate to students’ STEM career interest. Implications for STEM education in Kazakhstan are further discussed in this study.

Middle and high school girls’ attitude to science, technology, engineering, and mathematics career interest across grade levels and school types

“…In terms of gender and its relationship to students' career interests, the findings support prior studies showing boys had more positive views about science subjects than girls. While students' end-of-term grades had a beneficial influence on their future career interest, there was no significant association between individuals' career interest and family size, parents' employment, or education (Japashov et al, 2022).…”

“…The researchers explain those findings by noting that the discussion is predominantly student-centered, whereas the preceding four factors are primarily teacher-centered. On the other hand, Japashov et al (2022) evaluated other characteristics such as the correlation of students' career interests with gender, their parents' employment, parents' education, family size, school type, and its location. In terms of gender and its relationship to students' career interests, the findings support prior studies showing boys had more positive views about science subjects than girls.…”

“…Despite the wealth of empirical data on students' career interest and its correlation with various factors, a number of questions remain incompletely covered. Overall, the research above focused on students' career interests and their relationships to characteristics such as gender, underrepresentation of female scientists, family size, parents' education and employment, and STEM views, with the majority of studies using a quantitative method (Blustein et al, 2013;Yerdelen et al, 2016;Japashov et al, 2022). Qualitative study with interviews being the main research instrument by Blustein et al (2013) documented that out-of-school time summer STEM camps positively impact students' future STEM career interest.…”

“…Numerous studies exist regarding career interest and its relation to different factors as out-of-school time activities (Dabney et al, 2012;Kong et al, 2014); gender (Sadler et al, 2012;Peel et al, 2018); family involvement (Japashov et al, 2022) and school environment (Hazari et al, 2013). Only limited number of studies focus on career interest and its correlation with end-term marks (Timothy, 2014;Mohd Zaini et al, 2021;Japashov et al, 2022). Japashov et al (2022) reported a strong and positive connection of students' career interest with their end-term marks in their quantitative study.…”

“…Only limited number of studies focus on career interest and its correlation with end-term marks (Timothy, 2014;Mohd Zaini et al, 2021;Japashov et al, 2022). Japashov et al (2022) reported a strong and positive connection of students' career interest with their end-term marks in their quantitative study. However, Bonous-Hammarth (2000) discovered that students' perseverance was more closely related to their choice to specialize in STEM subjects than their average high school performance scores.…”