Inside the STEM Pipeline: Changes in Students' Biomedical Career Plans across the College Years

Autor/inn/en	Rosenzweig, Emily Q.; Hecht, Cameron A.; Priniski, Stacy J.; Canning, Elizabeth A.; Asher, Michael W.; Tibbetts, Yoi; Hyde, Janet S.; Harackiewicz, Judith M.
Titel	Inside the STEM Pipeline: Changes in Students' Biomedical Career Plans across the College Years
Quelle	7 (2021) 18, S.1-9 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Rosenzweig, Emily Q.) ORCID (Priniski, Stacy J.) ORCID (Canning, Elizabeth A.) ORCID (Asher, Michael W.) ORCID (Harackiewicz, Judith M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2548
DOI	10.1126/sciadv.abe0985
Schlagwörter	STEM Education; College Students; Biomedicine; Career Choice; Career Planning; Gender Differences; Persistence; Majors (Students); College Graduates; Racial Differences; Ethnicity; Change; Undergraduate Study; Goal Orientation + Suchen Sie Ihr Suchwort? STEM; Collegestudent; Biomedizin; Karriereplanung; Geschlechterkonflikt; Ausdauer; Hochschulabsolvent; Hochschulabsolventin; Rassenunterschied; Ethnizität; Wandel; Grundstudium; Zielorientierung; Zielvorstellung
Abstract	Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engineering, and mathematics (STEM), focusing on the important issue of students who "leak" from the pipeline, but largely ignoring students who persist in STEM. Using interview, survey, and institutional data over 6 years, we examined the experiences of 921 students who persisted in biomedical fields through college graduation and planned to pursue biomedical careers. Despite remaining in the biomedical pipeline, almost half of these students changed their career plans, which was almost twice the number of students who abandoned biomedical career paths altogether. Women changed plans more often and were more likely than men to change to a career requiring fewer years of post-graduate education. Results highlight the importance of studying within-pipeline patterns rather than focusing only on why students leave STEM fields. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01