Performing a Choice-Narrative: A qualitative study of the patterns in STEM students’ higher education choices

Abstract

Students' science choices have long attracted attention in both public and research. Recently there has been a call for qualitative studies to explore how choices create a sense of fit for individual students. Therefore, this paper aims to study how science students' choices of higher education are performed and to uncover the patterns of students' construction of their choice-narratives. The paper is based on a qualitative study among 38 Danish upper secondary school students. The theoretical framework is narrative psychology combined with post-structural thinking. The study shows that constructing a choice-narrative is complicated identity-work. First, the students felt encouraged to identify their interests, not only the ones related to the subject matter, but also various interests that were equally negotiated in relation to each other. Second, the choicenarratives were personalised; on the one side articulated as not too predictable, and on the other side appearing realistic and adjusted to the students' sense of self. Third, the choice-narratives were informed, validated and adjusted in the students' social network providing the students with a repertoire of viable pathways. The study demonstrates how cultural discourses about how a proper choice is made set the scene for the students' choices. The study raises some concerns for science education. Improving students' interests in science alone might not lead to increased admission as several interests equally intervene. To attract more students to science, we must consider how to actively engage them in crafting their own education, as a way to support them in making personal sense.

How do STEM-interested students pursue multiple interests in their higher educational choice?

“…Interests are directive for the liking of related subjects and activities and the wish to spend more time and effort on these. Therefore, it is not surprising that interest is one of the most important factors in educational choices of students, including the choice for a higher educational programme (Eccles & Wigfield, 2002;Harackiewicz et al, 2008;Holmegaard, 2015).…”

“…These quantitative studies show interest is mentioned more frequently than other factors and interests score highest on relative importance. Qualitative studies mainly show students balance their interests and future career possibilities, but often the students' interests are decisive for which programme they choose to enrol in (Archer et al, 2010;Holmegaard, 2015;Holmegaard et al, 2014).…”

“…Although these studies suggest that it is important to take into account the different contexts in which an interest is pursued, these studies have not explicitly advanced a multiple interest perspective. Recently, Su and Rounds (2015) and Holmegaard (2015) called for more research on how multiple interests may affect the higher educational process in STEM context. Hofer (2010) suggests in a theoretical paper that the interaction between multiple interests should be acknowledged to understand interest development.…”

“…We recommend future research to take a longitudinal approach to investigate how interests develop over time in relation to other interests and to study why specific interests are pursued in critical choices whilst others are not, with explicit recognition of how other factors might influence the interest pursuance of students in a programme (e.g. future goals, peer and parent influence; Holmegaard, 2015). Future research may also focus on why students prefer to combine, alternate or prioritise an interest and how this may depend on other factors that influence the choice process and the affordances of programmes to pursue multiple interests in them.…”

Balancing Cost and Value: Scandinavian Students’ First Year Experiences of Encountering Science and Technology Higher Education

“…Recent research has shown that students' STEM choices should be understood as a process rather than as a single decision (Holmegaard, 2015;Holmegaard, Ulriksen, & Madsen, 2012). However, when students have decided to enter higher education their choice process continues.…”