An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

Holmes, Kathryn; Gore, Jennifer; Smith, Max; Lloyd, Adam

doi:10.1007/s10763-016-9793-z

Cited by 118 publications

(64 citation statements)

References 37 publications

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“…This finding is in line with those reported in various previous studies (Frenzel et al, 2010;Gaspard et al, 2015;Lazarides & Ittel, 2013;Watt, 2016). Some researchers have suggested that high achievement is more important for girls than boys in maintaining an interest in STEM disciplines (Holmes, Gore, Smith, & Lloyd, 2018). However, for a number of girls in this study, having high achievement in mathematics did not necessarily equate to being more interested in mathematics, nor to selecting a challenging mathematics course.…”

Section: Discussioncontrasting

confidence: 57%

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

Kirkham¹,

Chapman²

2020

JEDP

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Girls continue to be underrepresented in Year 11 and 12 intermediate and advanced mathematics courses in Australia, which has implications for their future educational opportunities and career aspirations. The present study compared the choices of 84 Year 10 girls and boys from one school for their Year 11 mathematics course, with their teachers’ recommendations for the same. Findings indicated that while most participants made course selections aligned with their teachers’ recommendations, girls tended to under-aspire and boys tended to over-aspire in their choice decisions, based on their teachers’ recommended course choices. In addition, utilising the Expectancy-value theoretical (EVT) framework, we surveyed participants to measure their self-perceptions (self-concept), and values about mathematics (intrinsic value, utility value, and attainment value). We also measured participants’ views on the domain of mathematics (sense of belonging, growth mindset, the status of mathematics, gender bias). Multivariate analysis of variance indicated that girls showed lowered self-concept, sense of belonging, and growth mindset than boys, also viewing mathematics as less of a high-status subject than boys. In addition, the survey obtained participants’ opinions on sociocultural influences on their mathematics course selections, with no significant gender differences noted.

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Section: Discussioncontrasting

confidence: 57%

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

Kirkham¹,

Chapman²

2020

JEDP

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show abstract

“…Research indicates that students develop more positive awareness and aspiration toward education and career when they receive teachers' support in the classroom learning environment (Hurtado et al, 1996;Kao and Thompson, 2003;Lazarides and Watt, 2015) and parental involvement in their learning (Chavira et al, 2016;Holmes et al, 2018). Dalgety and Coll (2006) investigated first-year college students' learning attitudes and self-efficacy regarding chemistry learning; they found that these students' previous learning experience and achievement in high school may be critical to their self-efficacy in college-level chemistry learning.…”

Section: The Role Of Schools and Teachersmentioning

confidence: 99%

“…Step 1: For the development of the survey, we examined literature on: (a) home learning environment research (e.g., Peterson et al, 2005;Urdan et al, 2007;Sad and Gurbuzturk, 2013;Ramsdal et al, 2015); (b) parental involvement (e.g., Chavira et al, 2016;Holmes et al, 2018) Kim, 2016;Mupira and Ramnarain, 2018). By further examining these studies, we could develop items addressing educational experiences in home and classroom environments as viewed and experienced by the students during home and/or classroom activities.…”

Section: Survey Implementationmentioning

confidence: 99%

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

Rivera

2020

Front. Educ.

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In this study, we highlight the importance of high school students having a college-attending and career-ready mindset in STEM fields. With this purpose, we adopted a stepwise multiple regression analysis to determine which variables are significant predictors of students' STEM college learning and career orientation. The participants were 1,105 high school students from nine randomly selected high schools across greater Houston Texas. Forty-two percent of the variance on STEM college learning and career orientation as an outcome variable can be explained by six predictor variables: (a) parental involvement; (b) STEM related activities engagement; (c) academic experience; (d) teacher effective pedagogy; (e) technology/facilities; and (f) self-esteem.The results indicate that when students received support from teachers and parents, they could develop more positive attitudes toward future post-secondary education and career pathways in STEM fields.

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“…In education, strong STEM programmes are regarded as critical in developing students with twenty-first century competences (knowledge, skills and values) [1]. Twenty-first century competences including creativity, problem-solving and entrepreneurial are prerequisite students' further studies in STEM areas, their taking up of related careers and ventures into entrepreneurship and inventions [2]. In this regard, STEM classrooms require teachers who hold knowledge and pedagogies associated with different STEM disciplines and who would be able to construct new identities within their nation and school contexts [3,4].…”

Section: Introductionmentioning

confidence: 99%

A Theoretical Framework for Implementing STEM Education

Mpofu¹

2020

Theorizing STEM Education in the 21st Century

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Globally, strengthening Science, Technology, Engineering and Mathematics (STEM) education is recognized as embedding solutions to many societal problems like the depletion of natural resources and issues related to climate change. The recognition of STEM disciplines as economic drivers motivated the initiation of STEM education in both developed and developing nations. This is based on the thinking that an effective STEM education is a vehicle for developing in students the much desired twenty-first century competences. Yet, its operationalization has remained a great challenge in many nations. In most nations, educators lack a cohesive understanding of STEM education and are also deprived of an easy-to-understand STEM education framework that informs classroom practices. This chapter proposes a practical theoretical framework that nations may adopt and/or adapt for their STEM education to be successful.

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An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

Cited by 118 publications

References 37 publications

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors

Potential Factors to Enhance Students' STEM College Learning and Career Orientation

A Theoretical Framework for Implementing STEM Education

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