Accelerating High School Students' Science Career Trajectories through Non-Formal Science Volunteer Programs

Autor/inn/en	Rende, K.; Jones, M. Gail; Refvem, Emma; Carrier, Sarah J.; Ennes, Megan
Titel	Accelerating High School Students' Science Career Trajectories through Non-Formal Science Volunteer Programs
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 13 (2023) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rende, K.) ORCID (Jones, M. Gail) ORCID (Refvem, Emma) ORCID (Carrier, Sarah J.) ORCID (Ennes, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2022.2100942
Schlagwörter	High School Students; STEM Careers; Science Education; Career Choice; Informal Education; Museums; Science Interests; Student Attitudes; Student Motivation; Equal Education; STEM Education; Parent Attitudes; Teacher Attitudes; Self Concept; Career Development; College Choice; Majors (Students) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Schülerverhalten; Schulische Motivation; STEM; Elternverhalten; Lehrerverhalten; Selbstkonzept; Berufsentwicklung; Studienortwahl
Abstract	Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01