To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

248

195

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students' pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.

Section: Outcome Expectancymentioning

confidence: 95%

A Model of Factors Contributing to STEM Learning and Career Orientation

Nugent

Barker

Welch

et al. 2015

248

195

“…Students who choose not to take science studies, imagine science careers as having no opportunities for future self-development and positions of influence (Holmegaard, Madsen, & Ulriksen, 2014). Negative conceptions dominate.…”

Section: Introductionmentioning

confidence: 99%

Secondary school students’ perceptions of working life skills in science-related careers

Salonen

Hartikainen-Ahia

Hense

et al. 2017

School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems. ARTICLE HISTORY

“…Here the aim was both to move across the data set and also to look deeper into some specific narratives. The quotes from students' narratives presented in this paper were selected as illustrations of the various patterns found in the analysis of the sub-themes (for an extensive presentation of the analytic approach see Holmegaard et al, 2014b).…”

Section: Analytic Approachmentioning

confidence: 99%

“…We documented how the choice of HE paths is a continuous and dynamic process, in which students' choices can change dramatically within a short time. Rather than being one single decision, we showed how students continuously negotiate and re-construct their choices (Holmegaard, Madsen, & Ulriksen, 2014a, 2014bHolmegaard, Ulriksen, & Madsen, 2014;Holmegaard, Ulriksen, & Madsen, 2015). The aim of this paper was to unpack this process and the steps students take on their way, and hence analyse the patterns that appear in this process of choosing what to continue studying after upper secondary school.…”

Section: Introductionmentioning

confidence: 95%

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

Holmegaard

2015

Self Cite

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.