Why Students Choose STEM Majors

Abstract

This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. Exerting the largest impact on STEM entrance, intent to major in STEM is directly affected by 12th-grade math achievement, exposure to math and science courses, and math self-efficacy beliefs—all three subject to the influence of early achievement in and attitudes toward math. Multiple-group structural equation modeling analyses indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least to underrepresented minority students.

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

“…In this study, we distinguished academic self-efficacy on STEM subjects and career self-efficacy on a future STEM career. According to a previous study, academic self-efficacy on STEM is closely related to interest in learning STEM and a STEM career path (Wang, 2013). In particular, it has been reported that the underrepresentation of women in STEM is closely related to their low self-efficacy in math and science subjects (Hackett & Betz, 1989).…”

“…We focused on contextual factors, educational experience and parental support in this study. According to Wang (2013), high-school students' exposure to science and math courses is a significant predictor of their intention to select STEM as a major. A regular STEM class in formal education could be used as a pathway for students to obtain information about STEM careers through teachers or textbooks.…”

“…Therefore, many studies of STEM education have emphasized the role of secondary students' interest and motivation to participate in STEM majors and careers (Nugent et al, 2015;Oh, Jia, Lorentson, & LaBanca, 2013;Riegle-Crumb, Moore, & Ramos-Wada, 2011). In particular, Wang (2013) examined students' intentions to select STEM majors in college and found their intentions to be affected by early learning experiences and motivational attributes, such as self-efficacy in math during 12th grade. In this regard, many STEM education researchers have tried to improve secondary students' STEM career motivation (Hamilton, Malin, & Hackmann, 2015;Schneider, Judy, & Mazuca, 2012).…”

“…Demand for workers with STEM-related capabilities is also growing globally. However, although many countries have been heavily investing in STEM fields, the lack of a STEM workforce has been continuously reported around the world (Marginson, Tytler, Freeman, & Roberts, 2013;Wang, 2013).…”

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

“…Promoting better skills, learning, and attainment in mathematics is important given the prominent role of mathematics competency in STEM subjects (X. L. Wang, 2013). Given evidence that students with low mathematics attainment during the early secondary school years are less likely to move on to study and gain employment in STEM-related subjects and professions (Anlezark, Lim, Semo, & Nguyen, 2008;Boe, Henriksen, Lyons, & Schreiner, 2011;Krogh & Andersen, 2013), identifying the motivational factors related to adaptive outcomes in in-class and out-of-school learning activities in mathematics may help inform interventions to improve mathematics competency (Steinmayr, Dinger, & Spinath, 2012).…”