An Integrated Analysis of School Students' Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

Autor/inn/en	Holmes, Kathryn; Gore, Jennifer; Smith, Max; Lloyd, Adam
Titel	An Integrated Analysis of School Students' Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 4, S.655-675 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9793-z
Schlagwörter	Meta Analysis; STEM Education; Science Careers; Predictor Variables; Science Education; Student Surveys; Career Choice; Regression (Statistics); Academic Achievement; Science Interests; Student Attitudes; Cultural Capital; Parent Background; Gender Differences; Occupational Aspiration + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; STEM; Prädiktor; Naturwissenschaftliche Bildung; Schülerbefragung; Regression; Regressionsanalyse; Schulleistung; Schülerverhalten; Elternhaus; Geschlechterkonflikt; Berufsneigung; Berufsziel
Abstract	Declining enrolments in science, technology, engineering and mathematics (STEM) disciplines and a lack of interest in STEM careers are concerning at a time when society is becoming more reliant on complex technologies. We examine student aspirations for STEM careers by drawing on surveys conducted annually from 2012 to 2015. School students in years 3 to 12 (n = 6492) were asked to indicate their occupational choices. A logistic regression analysis showed that being in the older cohorts, possessing high cultural capital, being male, having a parent in a STEM occupation and high prior achievement in reading and numeracy, were significant. This analysis provides a strong empirical basis for school-based initiatives to improve STEM participation. In particular, strategies should target the following: the persistent lack of interest by females in some careers, improving student academic achievement in both literacy and numeracy and expanding knowledge of STEM careers, especially for students without familial STEM connections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01