Collective Effects of Individual, Behavioral, and Contextual Factors on High School Students’ Future STEM Career Plans

Şahin, Alpaslan; Ekmekci, Adem; Waxman, Hersholt C.

doi:10.1007/s10763-017-9847-x

Cited by 39 publications

(31 citation statements)

References 42 publications

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“…For example, research indicates that associations between the expectations of parents and the learning motivation and achievement of students were stronger for boys than for girls (Taskinen, Dietrich, & Kracke, 2016). In brief, gender, racial, socioeconomic, and other demographic characteristics of students are significantly influential in their development of STEM interest and career outcomes (Eccles & Wang, 2016;Sahin, Ekmekci, & Waxman, 2017a, 2017bYu et al, 2017).…”

Section: Gender and Racial Gaps In Stem Motivation And Persistencementioning

confidence: 99%

“…In addition, individuals' behavior and actions within a domain are primarily influenced by their self-efficacy, outcome expectancy, utility beliefs, and interest within the same and related domains (Bandura, 1986;Eccles & Wigfield, 2002;Lent & Brown, 1996). Empirical research indicates that students with higher self-expectations and self-efficacy in STEM subjects are more likely to persist and be successful in these areas (Andersen & Ward, 2014;Lee, Min, & Mamerow, 2015, Mujtaba & Reiss, 2014Sahin, Ekmekci, & Waxman, 2017a, 2017bUitto, 2014;Wang, 2013).…”

Section: Motivational Factorsmentioning

confidence: 99%

“…Having discussed individual and motivational factors above, the last component of the present study's conceptual framework is contextual factors, which are also part of SCCT framework and have impact of students' career expectations and interest. Others' (parent, teacher, or peer) expectations are part of contextual factors since they may serve as supports or 1 barriers during the choice-making process regarding future career paths (Lent & Brown, 1996;2006;Mujtaba & Reiss, 2014;Sahin, Ekmekci, & Waxman, 2017a). The Pygmalion effect indicates that a student will accomplish more, or show higher performance when it is expected of him or her (Rosental & Jacobson, 1968;Shells, 2015).…”

Section: External Expectationsmentioning

confidence: 99%

See 2 more Smart Citations

Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study

Şahin¹,

Waxman

2020

EURASIA J Math Sci Tech Ed

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Section: Gender and Racial Gaps In Stem Motivation And Persistencementioning

confidence: 99%

Section: Motivational Factorsmentioning

confidence: 99%

Section: External Expectationsmentioning

confidence: 99%

See 1 more Smart Citation

Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study

Şahin¹,

Waxman

2020

EURASIA J Math Sci Tech Ed

Self Cite

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“…The purpose of the current study was to investigate the self-efficacy and career interest in STEM of today's high school students in Chatham County, GA with emphasis on females and underrepresented racial minorities. High school is an ideal time to poll students as intentions to seek a STEM degree and career have been shown to solidify by this stage (Sadler et al, 2012;Sahin et al, 2018).…”

Section: Includes (Inclusion Across the Nation Of Communities Of Learmentioning

confidence: 99%

“…Assessing a student's self-efficacy was selected as it is has been identified as a strong indicator of the decision to pursue a STEM major and career (Mau & Li, 2018;Morgan et al, 2013;Sahin et al, 2018;Tai et al, 2006). The term selfefficacy describes a student's belief that he/she is capable of accomplishing goals or tasks (Bandura, 1986), and a high level of self-efficacy in STEM has been shown to inform career ambitions, increase confidence in STEM, and encourage continued persistence in STEM (Chemers et al, 2011;Pajares, 2005;Rittmayer & Beier, 2009;Sahin et al, 2018).…”

Section: Includes (Inclusion Across the Nation Of Communities Of Learmentioning

confidence: 99%

The Current State of High School Female and Minority Self-efficacy and Interest in STEM in Chatham County, Georgia

Gremillion

Zingales

Baird

et al. 2019

ger

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With the growing demand for science, technology, engineering, and mathematics (STEM) jobs in the U.S., the attainment of college degrees in these areas is of paramount importance. Both federal and state governments have established initiatives to grow the number of STEM degrees earned by women and racial minorities, as these groups graduate in STEM disciplines and work in STEM fields at a lower rate than that of their majority counterparts. The factors that can deter women and underrepresented minorities from pursuing STEM careers have been identified with one of the most prominent being low self-efficacy, or a reduced belief in one's capability of accomplishing a goal or task. This study aimed to assess the current level of self-efficacy of Chatham County, Georgia high school students in the STEM disciplines and their interest in pursuing a STEM career. No difference in the levels of self-efficacy in mathematics and science was reported by females and males; however, males reported significantly higher self-efficacy in engineering and technology compared to females. When asked about the future, females and males reported no difference in interest in a variety of STEM vocations; however, males had a significantly stronger preference for jobs in the areas of physics, computer science, medicine, energy, and engineering compared to females. Race did not influence selfefficacy in the three STEM areas, but interest in careers in the physical sciences was low among underrepresented minority students. Continued implementation of strategies to create and maintain female self-efficacy and interest in STEM, especially in engineering and technology, remains a necessity. While underrepresented minority students appeared to possess self-efficacy in the STEM disciplines during high school, strategies are needed to ensure their successful progression through STEM degree programs and later obtainment of a STEM job.

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Examining the relationship between AP STEM course‐taking and college major selection: Gender and racial differences

Jewett

Chen

2022

J of Engineering Edu

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Background: To meet the growing demand for the science, technology, engineering, and mathematics (STEM) workforce and remain competitive in the fields of science and technology over the next decade, the United States is expected to need more than 1 million additional STEM professionals. This would require an annual increase of 34% in undergraduate STEM degrees over the next decade to meet the projected need. Purpose: This study examined the relationship between Advanced Placement (AP) STEM course-taking in high school and selection of college STEM majors and whether the relationship differs by gender and race/ethnicity. Design/Method: For controlling student and school factors, a binary logistic regression model with the clustered standard error was utilized to determine the relationship between AP STEM course-taking and STEM major selection. Multinomial logistic regression was conducted to further understand how AP STEM course-taking was associated with engineering major selection. The analysis included a series of interaction effects tests, examining the variation of gender and racial/ethnic differences in STEM and, more specifically, engineering major selection as a function of AP STEM course-taking. Results: Findings indicate gender and AP STEM course exposure are significant in predicting STEM major selection. Interaction effects test results further show that the relationship between AP STEM course-taking and STEM major selection varies significantly by gender. A similar pattern is found in the relationship between AP STEM course-taking and engineering major selection. Conclusion: This study provides much-needed empirical evidence to understand the relationships between AP STEM courses course-taking in high school and the selection of college STEM majors and how such relationships vary by race/ethnicity and gender. Additional research is encouraged to inform future educators and policymakers in promoting equity for students in pursuing paths to STEM and, more specifically, engineering-related careers.

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Collective Effects of Individual, Behavioral, and Contextual Factors on High School Students’ Future STEM Career Plans

Cited by 39 publications

References 42 publications

Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study

Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study

The Current State of High School Female and Minority Self-efficacy and Interest in STEM in Chatham County, Georgia

Examining the relationship between AP STEM course‐taking and college major selection: Gender and racial differences

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