Expanding the School Counselor Repertoire Through STEM‐Focused Career Development

Schmidt, Christopher D.; Hardinge, Gail; Rokutani, Laurie J.

doi:10.1002/j.2161-0045.2012.00003.x

Cited by 33 publications

(35 citation statements)

References 21 publications

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“…Research on institutional factors Seymour and Hewitt (1997) identified disappointment with engineering as one of the major factors leading students to drop out. Other researchers have reached similar conclusions and attributed this disappointment to poor teaching and mentoring (Marra, Rodgers, Shen, & Bogue, 2012;Nyquist et al, 1999), inadequate advising (Prieto et al, 2009;Schmidt, Hardinge, & Rokutani, 2012;Sutton & Sankar, 2011), and an unwelcoming culture in engineering departments (Duncan & Zeng, 2005). Haag et al (2007) found poor academic and career advising, unapproachable faculty members, and complicated engineering curricula to be important institutional factors contributing to attrition of students.…”

Section: Stem and Engineeringmentioning

confidence: 84%

Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering

Meyer¹,

Marx²

2014

J. Eng. Educ.

198

172

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Background While spending to prepare precollege students for engineering at universities increases, the number of engineering graduates continues to decrease, and attrition rates for engineering undergraduates remain high. Universities are motivated to understand the factors contributing to low retention of engineering undergraduates. Purpose/Hypothesis This article explores the experiences of four undergraduates who chose to leave engineering and provides insight into their reasons for leaving. Through attention to their experiences, this study captures participants' points of view as they explain how they made their decisions. Design/Method Students who recently left engineering were interviewed and completed a journey‐mapping exercise describing their motivations and experiences. Analysis identified institutional and individual factors that contributed to their decisions to leave. Results Common themes of nonpersisting engineering undergraduates included individual factors (such as poor performance, feeling unprepared for demands of the engineering program, difficulty fitting into engineering) and institutional factors (such as disappointment with engineering advising). Concepts uncovered in this article not present in existing research include an emotional attachment between participants and the concept of being an engineer, students' sense of loss and failure, and their easy transition from engineering to another major. Conclusions Individual factors leading to attrition include unwillingness of students to adapt to the rigor of the engineering program and loss of confidence due to poor performance. Institutional factors also contribute to attrition. The key to understanding why students leave engineering is at the confluence of institutional and individual factors.

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Section: Stem and Engineeringmentioning

confidence: 84%

Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering

Meyer¹,

Marx²

2014

J. Eng. Educ.

198

172

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“…To become more aware of 21st‐century STEM career opportunities, CDPs should also increase their STEM literacy by learning about STEM employment trends and opportunities (Schmidt, Hardinge, & Rokutani, ). Readers may refer to the STEM Career website (http://www.stemcareer.com; Graham, ) and the Quick STEM Careers Guide (Shatkin, ) as resources for promoting STEM careers across primary, secondary, and postsecondary levels.…”

Section: A Multicultural Stem‐focused Career Interventions Frameworkmentioning

confidence: 99%

“…To become more aware of 21st-century STEM career opportunities, CDPs should also increase their STEM literacy by learning about STEM employment trends and opportunities (Schmidt, Hardinge, & Rokutani, 2012). Readers may refer to the STEM Career website (www.stemcareer.…”

Section: Framework For Multicultural Stem-focused Career Interventionmentioning

confidence: 99%

Toward a Framework for Multicultural STEM‐Focused Career Interventions

Byars‐Winston

2014

The Career Development Quart

104

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Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.

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“…The capacity of the United States to produce the next wave of technological innovations is also compromised by the fact that the educational system is not producing and retaining a sufficient number of STEM-related workers, researchers, and technicians (Business Higher Education Forum, 2005;Maltese & Tai, 2011;Schmidt, Hardinge, & Rokutani, 2012). The capacity of the United States to produce the next wave of technological innovations is also compromised by the fact that the educational system is not producing and retaining a sufficient number of STEM-related workers, researchers, and technicians (Business Higher Education Forum, 2005;Maltese & Tai, 2011;Schmidt, Hardinge, & Rokutani, 2012).…”

mentioning

confidence: 99%

Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justice‐Infused, Science Education Program

Kozan

Blustein

Barnett

et al. 2017

Anal Soc Iss & Public Policy

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This article describes an innovative application of a social justice-infused pedagogy to an out-of-school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighting environmental and food justice perspectives; social justice education; and career and college planning. We used qualitative content analysis to analyze two separate interviews with six female and three male students of color ranging in age from 15 to 18 with an average age of 16.1 (SD=1.26) across an approximately 10-month time span. Utilizing a model of critical consciousness development as our organizing framework, we explored the students' understanding of environmental and food justice issues. Participants indicated that they were actively engaged in learning about food and environmental justice, exploring STEM careers, and investigating

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Expanding the School Counselor Repertoire Through STEM‐Focused Career Development

Cited by 33 publications

References 21 publications

Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering

Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering

Toward a Framework for Multicultural STEM‐Focused Career Interventions

Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justice‐Infused, Science Education Program

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