scholarly journals The impact of college- and university-run high school summer programs on students’ end of high school STEM career aspirations

2018 ◽  
Vol 102 (3) ◽  
pp. 529-547 ◽  
Author(s):  
Joseph A. Kitchen ◽  
Gerhard Sonnert ◽  
Philip M. Sadler
Keyword(s):  
High School ◽  
Career Aspirations ◽  
Summer Programs ◽  
College And University ◽  
Stem Career ◽  
The Impact ◽  
Stem Career Aspirations

Profiles of High School Students’ STEM Career Aspirations

2019 ◽  
Vol 67 (3) ◽  
pp. 255-263
Author(s):  
Mary Edwin ◽  
Diandra J. Prescod ◽  
Julia Bryan
Keyword(s):  
High School ◽  
High School Students ◽  
Career Aspirations ◽  
School Students ◽  
Stem Career ◽  
Stem Career Aspirations

Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status

2018 ◽  
Vol 47 (8) ◽  
pp. 525-531 ◽  
Author(s):  
Guan Saw ◽  
Chi-Ning Chang ◽  
Hsun-Yu Chan
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Career Aspirations ◽  
Cross Sectional ◽  
Race Ethnicity ◽  
Stem Career ◽  
Nationally Representative ◽  
Low Ses Students ◽  
Racial Ethnic ◽  
Stem Career Aspirations

Analyzing the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study examined the cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socioeconomic status (SES). Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years. Compared with White boys from higher SES background, girls from all racial/ethnic and SES groups, as well as Black and Hispanic boys from lower SES groups, consistently had lower rates of interest, persistence, and developing an interest in STEM fields.

How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?

2021 ◽  
pp. 1-18
Author(s):  
Reece Mills ◽  
Laura Scholes ◽  
Garth Stahl ◽  
Sarah McDonald ◽  
Barbara Comber ◽  
...  
Keyword(s):  
Career Aspirations ◽  
Stem Career ◽  
Stem Career Aspirations

scholarly journals Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment

2018 ◽  
Vol 43 (2) ◽  
pp. 165-183 ◽  
Author(s):  
Campbell Leaper ◽  
Christine R. Starr
Keyword(s):  
Sexual Harassment ◽  
Gender Bias ◽  
Career Aspirations ◽  
Grade Point ◽  
Domain Specific ◽  
Undergraduate Women ◽  
Specific Effects ◽  
Competence Beliefs ◽  
Stem Career ◽  
Stem Career Aspirations

Prior research indicates many women either leave or pursue science, technology, engineering, and mathematics (STEM) degrees because the social climate undermined or strengthened their motivation and career aspirations. We investigated whether women’s experiences of sexual harassment and STEM-related gender bias negatively predicted their STEM motivation (task value, competence beliefs, and perceived costs) and STEM career aspirations. We also tested whether STEM encouragement from friends and family positively predicted motivation and aspirations. To consider domain-specific effects, we also tested the predictors in relation to non-STEM motivation and career aspirations. Students’ grade point average was controlled in all analyses. The sample was undergraduate women enrolled in gateway biology courses for majors ( N = 685; M = 19.67 years of age; 35% Asian, 31% White, and 27% Latinx). A majority experienced gender bias (60.9%) or sexual harassment (78.1%) at least once in the past year. STEM-related gender bias from classmates and sexual harassment from instructors (faculty, teaching assistants, or graduate students) were negatively related to STEM motivation and career aspirations. Perceived STEM encouragement from friends was positively related to motivation, and STEM encouragement from friends and family predicted STEM career aspirations. Finally, domain-specific effects were indicated. Our research highlights the need for programs that increase awareness of discrimination, combat bias and harassment, and affirm students’ STEM interest. Additional online materials for this article are available on PWQ's website at https://journals.sagepub.com/doi/suppl/10.1177/0361684318806302

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