It Says STEM so It Must Work for Everyone: Experiences, Beliefs, and Career Choices across the STEM Disciplines
Saved in:
| Title: | It Says STEM so It Must Work for Everyone: Experiences, Beliefs, and Career Choices across the STEM Disciplines |
|---|---|
| Language: | English |
| Authors: | Drew Gossen (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2024 12(3):660-681. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, STEM Careers, Career Choice, Beliefs, Student Experience, Undergraduate Students, Self Efficacy, Outcomes of Education, Student Interests, Science Interests, Student Attitudes, Mathematics Education, Engineering Education, Land Grant Universities |
| ISSN: | 2147-611X |
| Abstract: | The development of interest and aspirations to pursue STEM careers has been a focus of recent educational research and action. This study used Social Cognitive Career Theory as the framework to explore how types of learning experiences in and out of school prior to college affected undergraduates' STEM beliefs and intent to pursue a career in a STEM field. A sample of 312 students at a large university were surveyed about the experiences in which they had participated, their perceptions of those experiences, and their self-efficacy, outcome expectations, and interests in science, mathematics, and engineering. The results indicated experiences that predicted beliefs across all STEM areas, but also some key experiences that differed depending on the subject. Experiences revolving around family and career-specific activities were important for science and engineering beliefs, the opportunity to build and create was important for mathematics and engineering beliefs, and varied instructional techniques were valuable for mathematics and science beliefs. This paper details the relationship between these experiences and STEM beliefs and career choices along with recommendations for educators looking to develop experiences to enhance STEM career pathways. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434843 |
| Database: | ERIC |
| Abstract: | The development of interest and aspirations to pursue STEM careers has been a focus of recent educational research and action. This study used Social Cognitive Career Theory as the framework to explore how types of learning experiences in and out of school prior to college affected undergraduates' STEM beliefs and intent to pursue a career in a STEM field. A sample of 312 students at a large university were surveyed about the experiences in which they had participated, their perceptions of those experiences, and their self-efficacy, outcome expectations, and interests in science, mathematics, and engineering. The results indicated experiences that predicted beliefs across all STEM areas, but also some key experiences that differed depending on the subject. Experiences revolving around family and career-specific activities were important for science and engineering beliefs, the opportunity to build and create was important for mathematics and engineering beliefs, and varied instructional techniques were valuable for mathematics and science beliefs. This paper details the relationship between these experiences and STEM beliefs and career choices along with recommendations for educators looking to develop experiences to enhance STEM career pathways. |
|---|---|
| ISSN: | 2147-611X |
