Understanding science career aspirations: Factors predicting future science task value

Abstract

This study examined factors that have been shown to predict middle school students' (grades 6–8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' (N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, and Tool Access) are key in shaping both students' Science Achievement Value and their Perceptions of Family Task Achievement Value. Further, both Science Achievement Value and Perceptions of Family Science Achievement Value have a direct positive effect on youth Future Science Task Value. These findings document important ways in which youth access and exposure to science experiences, tools, and to scientists lay the groundwork for science motivation and ultimately to valuing future science tasks.

Constructing STEM identity: An expanded structural model for STEM identity research

“…We included additional items in the survey instrument to assess demographic and home science capital and habitus variables that previous research (Archer et al, 2012;Dou et al, 2019;Jones et al, 2021;Moote et al, 2020) suggest are significant contributors to STEM identity or identity-related outcomes, such as career aspirations. These included binary-response items to assess participants' out-of-school learning experiences between the ages of five and nine, including attending science camps, consuming science media, or talking with friends or family about science (Dou et al, 2019;Hazari et al, 2010).…”

“…7.1.2 | Home support variables Archer et al (2012) used the framework of science capital to demonstrate how parents from working-class backgrounds were less equipped to support their children's interests in science, which, in turn, seemed to relate to lower aspirations among working-class children to pursue science careers. Studying similarly aged American students, Jones et al (2021) used a survey to understand how exposure to people who work in science, access to science tools outside of school, and frequency of engagement in out-of-school science activities contribute to perceived value of science in children's futures. The authors drew similar conclusions: access to resources-including availability of time, money, and interest to support science-related activities-is related to future aspirations in science.…”

“…The authors drew similar conclusions: access to resources-including availability of time, money, and interest to support science-related activities-is related to future aspirations in science. Our research design deviates from Archer et al (2012) and Jones et al (2021) in that we asked current college students to retrospectively consider factors from their childhood that, according to the concepts of capital and habitus, could be associated with STEM identity. In this way, we study the association between family-related science factors and an outcome of college major selection, rather than career aspirations of children.…”

“…We respond to the above by building on previous disciplinary identity frameworks to put forward a model of STEM identity development that accounts for participant-level factors (i.e., gender and ethnicity). Additionally, inspired by research that suggests characteristics of the home environment, such as parental education and recreational talk about science, influence STEM identity and identity-related outcomes (e.g., Archer et al, 2012;Dou et al, 2019;Jones et al, 2021;Moote et al, 2020;Sjaastad, 2012), we consider the contribution of those variables, which are not explicitly accounted for in existing models. We contextualize this research within a population of students in a tertiary education setting (i.e., postsecondary or university), thus situating the study in a context where individuals have made and are in the process of making significant identity-related decisions (i.e., electing postsecondary education, selecting a college major, and deciding on potentially lifelong careers).…”

A mixed methods exploration of secondary students’ attitudes and intentions in relation to elective science course enrollment

“…In light of concerns about the underrepresentation of females in science (Ceci & Williams, 2007), researchers have offered gender‐based explanations to interpret students’ choices to continue studying science at school, linking differences in participation between males and females in advanced course selection (Chavatzia, 2017). The influence of family and other important individuals on students’ attitudes and career aspirations continues to be explored as a mediating variable (e.g., Jones et al., 2021). Guided by the TRAPB, Crawley and Koballa (1992) asked tenth grade students to list advantages and disadvantages of enrolling in an elective high school chemistry course, persons who they felt would support their enrollment, and other factors that might influence their choice.…”