Majoring in STEM--What Accounts for Women's Career Decision Making? A Mixed Methods Study

Autor/inn/en	Bieri Buschor, Christine; Berweger, Simone; Keck Frei, Andrea; Kappler, Christa
Titel	Majoring in STEM--What Accounts for Women's Career Decision Making? A Mixed Methods Study
Quelle	In: Journal of Educational Research, 107 (2014) 3, S.167-176 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.788989
Schlagwörter	STEM Education; Majors (Students); Females; Career Choice; Mixed Methods Research; Longitudinal Studies; High School Students; College Students; Intention; Persistence; Influences; Qualitative Research; Regression (Statistics); Interviews; Questionnaires; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? STEM; Weibliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Ausdauer; Influence; Einfluss; Einflussfaktor; Qualitative Forschung; Regression; Regressionsanalyse; Interviewing; Interviewtechnik; Fragebogen; Ausland; Schweiz
Abstract	The aim of this longitudinal, mixed methods study was to gain an understanding of whether female academic high school students who intended to study science, technology, engineering, or mathematics (STEM) actually enrolled in such studies 2 years later, and how these women perceived this process retrospectively. The results revealed a high persistence of students' intentions to pursue a career in STEM areas. In comparison with students who entered the social sciences or humanities, STEM students demonstrated higher competencies in mathematics and placed more importance on pursuing investigative activities. Qualitative analysis revealed that learning experiences, parental support, and role models were decisive in terms of the female students' choice of studies. Since their childhood, these students have developed a sense of identity as scientists. The authors discuss the implications of their findings for teaching and learning in K-12 classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10