Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

“When Will I Use This?” How Math and Science Classes Communicate Impressions of STEM Careers: Implications for Vocational Anticipatory Socialization

“…This body of literature tends to identify message sources and content (Hoffner, Levine, & Toohey, 2008;Levine & Hoffner, 2006;Medved, Brogan, McClanahan, Morris, & Shepherd, 2006). However, this work has been critiqued for focusing almost exclusively on message senders and what they say rather than on the receivers (Jahn & Myers, 2014). Similarly, VAS research addresses the messages that socialize without attending to the experience of receivers' vocational anticipation.…”

“…Similarly, Messersmith, Garrett, Davis-Kean, Malanchuk, and Eccles (2008) found that females were deterred from information technology careers because they perceived them to be masculine paths. Overall, studies have found that parents provide foundational socializing messages, but that they offer very little instrumental information about how to pursue careers (Jahn & Myers, 2014;Myers et al, 2011).…”

“…Furthermore, Jahn and Myers (2014) found that students incorporate the VAS messages they have received into frameworks through which they filter their experiences and form career interests specific to STEM careers. Students who received self-actualization messages (''pursue your passion'') tended to interpret career options based on current likes or dislikes-often their current high school math and science course work.…”

“…Parents communicate the necessity of work and provide general advice about work and careers, such as to work hard and select enjoyable careers (Levine & Hoffner, 2006;Medved et al, 2006;Myers et al, 2011). Jahn and Myers (2014) found that parents provide messages emphasizing personal fulfillment; these messages include advice to seek self-actualization (e.g., ''do what you love,'' ''pursue your passion), self-sufficiency (e.g., ''don't depend on anyone else,'' ''provide for your family''), and to pursue careers in areas where the student has talent (e.g., ''be an engineer-don't waste your math skills''). Gibson and Papa (2000) found that adolescents were socialized to workplace values through messages from parents and other family members who all worked for the community's largest employer.…”

“…Their study demonstrates that parental messages and exposure to organizational sites are important in shaping adolescent values and understanding the requirements of the workplace and their anticipated role in it. Similarly, regarding STEM careers, Jahn and Myers (2014) identified career detail messages, which included specific information about careers, such as descriptions of career environments and the nature of tasks performed; these messages came from direct experiences like job shadowing and media portrayals of careers. Unfortunately, although exposure to STEM workplaces may be most effective in generating interest in STEM careers, many students do not have this opportunity.…”