The Role of Parental Socializing Behaviors in Two Domains of Student STEM Career Interest

Šimunović, Mara; Babarović, Toni

doi:10.1007/s11165-020-09938-6

Cited by 9 publications

(7 citation statements)

References 41 publications

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“…Facing a severe shortage of STEM workforce around the world (Corin et al, 2020;Luo et al, 2021;Mystakidis et al, 2021;Nguyen & Riegle-Crumb, 2021;Ketenci et al, 2020;Šimunović & Babarović, 2021;Yahaya et al, 2021;Vela et al, 2020) and the worrying dropout rate of top STEM students (Carnevale et al, 2011;Karahan et al, 2021;van den Hurk et al, 2019), our study provides some direction for developing practical solutions. First, it is very meaningful to stimulate students' interest.…”

Section: Practical Implicationsmentioning

confidence: 94%

“…Science, technology, engineering, and mathematics (STEM) workers are considered as sources of countries' innovation, competitiveness, productivity and economic growth (Carnevale et al, 2011;Grigg et al, 2018;Hudson et al, 2020). However, nowadays, with evolving social demands, there exists a severe shortage of STEM workforce worldwide (Corin et al, 2020;Luo et al, 2021;Mystakidis et al, 2021;Nguyen & Riegle-Crumb, 2021;Ketenci et al, 2020;Šimunović & Babarović, 2021;Yahaya et al, 2021;Vela et al, 2020). This highlights the critical importance of encouraging STEM-oriented careers and developing STEM professionals for the labor market.…”

Section: Introductionmentioning

confidence: 99%

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Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

et al. 2022

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The problem motivating this study is the urgent need to explore the antecedents of STEM career interest and the growing importance of coding in STEM careers, coupled with the unclear relationship between intrinsic coding interest and STEM career interest. To narrow the research gap, this study explores the direct and indirect effects of intrinsic coding interest on STEM career interest. As a quantitative cross-sectional survey research, 669 students from three senior high schools in two large Chinese cities were investigated. Applying a structural equation modeling approach, the research instrument was validated and the research hypotheses were tested. The findings articulate the direct influence of intrinsic coding interest, coding self-efficacy and perceptions of coders on STEM career interest, and detect the mediating roles of coding self-efficacy and perceptions of coders between intrinsic coding interest and STEM career interest. This study affirms a new theoretical model with strong predictive power, accounting for 64% of the variance in STEM career interest. This study contributes theoretically and practically to the limited literature on coding-related antecedents of STEM career interest.

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Section: Practical Implicationsmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

et al. 2022

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“…Based on these theories, we expected that STEM support from parents and teachers, and participation in STEM extracurricular activities would positively relate to students' STEM career expectations (Garriott et al, 2013). Parents provide STEM support to adolescents through various strategies, such as coactivity and advice (Simpkins et al, 2015; Šimunović & Babarović, 2020). Additionally, teachers provide valuable STEM support through their teaching quality (supporting students' learning) and course taking support (e.g., Simpkins et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education

Starr

Carranza

Simpkins

2022

Journal of Adolescence

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Introduction Why do some students maintain their career expectations in STEM (science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy‐value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents. Methods Using the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n = 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black). Results and Conclusions Students with noncollege educated parents were significantly more likely to change from STEM to non‐STEM career expectations by 11th grade or to have stable non‐STEM career expectations (compared to having stable STEM expectations or changing from non‐STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non‐STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non‐STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non‐STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents.

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“…The emotional support and encouragement females received from their parents to continue their education is consistent with previous literature (e.g., Zavala, 2020) and provides insight into who specifically provides encouragement and support to Latinas pursuing the sciences. Research has demonstrated that familial support, encouragement, and beliefs are directly associated with Latina students’ science-related beliefs and trajectories (Šimunović & Babarović, 2020), and as such, this support from parents may have propelled Latinas in this study to continue with their educational aspirations in science. The negative support from extended family members seems to be unique to this investigation as prior research has not explored the varying expectations across immediate and extended family members of Latinas in the sciences.…”

Section: Discussionmentioning

confidence: 80%

The role of family in Latinx students’ science education and career pursuit.

Thursby Bourke,

Sánchez,

Monjaras-Gaytan

et al. 2024

Journal of Latinx Psychology

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This study aimed to identify the ways in which families shape Latinx students' science education and career aspirations as well as the gender patterns in how families shape their experiences. Qualitative in-depth, one-on-one interviews were conducted with students from a science-mentoring program for Latinx students. The sample included 11 Latinx high school and college students (M age = 18 years old, SD = 1.84, range = 16-21 years old, 55% male, 45% female) from lower income families. A three-phase modified grounded theory approach was used to develop codes and themes regarding the ways students discussed the ways their families influenced their experiences in the sciences. Families shaped students' experiences in the sciences through: (a) communicating a sense of pride and encouragement, (b) having high educational expectations, (c) their limited experiences with higher education (e.g., the application process, funding, degree selection), and (d) balancing academic and familial responsibilities. There were gender patterns in families' messages and expectations expressed to participants. Suggestions for interventions and future research are provided. Public Significance StatementLatinx students' science education and career pursuits are shaped by their families. While families showed (a) encouragement and pride and (b) high expectations, students discussed families' limited experiences with higher education and the difficult balancing act between their familial and academic responsibilities. Some of the support provided and family expectations were rooted in traditional cultural and gendered beliefs.

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The Role of Parental Socializing Behaviors in Two Domains of Student STEM Career Interest

Cited by 9 publications

References 41 publications

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education

The role of family in Latinx students’ science education and career pursuit.

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