The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools

Abstract

Background Women are underrepresented in science, technology, engineering, and mathematics (STEM) professions. Even the most promising female students’ interest in STEM subjects often decreases during secondary school. Using the framework of the Social Cognitive Career Theory, the present study examined the influences of social agents in female students’ persistence in STEM. Specifically, the present study used a retrospective survey investigating the influence of parental education, teachers as mentors, and peer belonging for female students’ attainment of an undergraduate degree in a STEM field for a special population—female graduates of selective science high schools (n = 1425). Furthermore, the study examined the influences of these social-agent variables on female students’ STEM choices when mediated by high school research experiences. Finally, the present study also explored the influences of these social-agent variables on female students when it came to choosing math-intensive STEM fields (n = 723). Results Findings showed that parental educational level and having STEM teachers as mentors are positively related to female students’ later attainment of a STEM degree. In addition to the direct relationship, parental educational level and having STEM teachers as mentors are also positively related to female students’ high school research participation, which is associated with a greater likelihood of their completing a STEM degree. Female students’ sense of belonging to a peer group did not correlate with their attainment of a STEM degree. When it came to choosing math-intensive STEM fields, a higher sense of peer belonging was negatively associated with obtaining a math-intensive STEM degree. Conclusions Parental education and having STEM teachers as mentors play an important role for female students’ persistence in STEM and obtaining a STEM undergraduate degree for female students in selective science high schools. However, among the female students who graduated with a STEM degree, it is less clear whether social-agent variables influenced their math-intensive vs. less-math-intensive choices. Educational implications for promoting female students’ STEM interests and careers in STEM fields are provided.

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

“…b. Environmental factors such as (a) students' research experience [22]; (b) if the students had a mentor or a parent with a STEM career [18,23,24]; (c) the experience of supportive learning environments in the family or at school [24,25]; (d) a sense of belonging at school [26][27][28]; and (e) the development of intellectual capacity for STEM [21].…”

Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long‐term follow‐up study on later university major and career choices

“…To our knowledge, this is the first study to systematically examine whether successful participation in a mentoring program offered to girls enrolled in secondary education can positively influence real‐life STEM choices made years after participation. While studies have examined the impact of (online) mentoring on real‐life choices of STEM majors and careers, 32 they were either retrospective surveys that did not address formal (online) mentoring programs or were studies with adults 36,37 . Studies with students in secondary education have so far primarily examined the short‐term effectiveness of formal (online) mentoring programs (e.g., influences on STEM interests and elective intentions in STEM) 13 .…”

“…There is evidence that mentors have an influence on mentees’ career choices in STEM (i.e., majoring in a STEM subject at university or entering a STEM profession). For example, in a retrospective survey of 1425 female graduates of selective science, high schools in the United States 32 found that having a teacher as a mentor during high school correlated with university STEM major choices and degrees in STEM. However, studies examining associations between participation in formal STEM mentoring programs during secondary education and later career choices are lacking 13,33 .…”

Do Authors of Teaching Materials Overestimate the Authenticity of STEM Tasks’ Relationship to Daily Life? A Study From the Learner Perspective

“…in höheren Klassen oder unterschiedlichen zu Messzeitpunkten zeigen können (Krapp und Prenzel 2011 ; Lee und Chen 2019 ; Luo et al. 2022 ; OECD 2016 ; Potvin und Hasni 2014 ; Sjøberg und Schreiner 2019 ; van Vorst und Aydogmus 2021 ).…”