A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs

Autor/inn/en	Dika, Sandra L.; Alvarez, Jaquelina; Santos, Jeannette; Suárez, Oscar Marcelo
Titel	A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs
Quelle	In: Journal of STEM Education: Innovations and Research, 17 (2016) 1, S.31-36 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Social Cognition; Engineering Education; Vocational Interests; Expectation; Educational Attainment; Occupational Aspiration; Academic Aspiration; Disproportionate Representation; Middle School Students; High School Students; Low Income Students; Youth Clubs; Questionnaires; Predictor Variables; Least Squares Statistics; Regression (Statistics); Likert Scales; STEM Education; Statistical Analysis; Puerto Rico + Suchen Sie Ihr Suchwort? Soziale Kognition; Ingenieurausbildung; Berufsinteresse; Expectancy; Erwartung; Bildungsabschluss; Bildungsgut; Berufsneigung; Berufsziel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Jugendfreizeitstätte; Fragebogen; Prädiktor; Regression; Regressionsanalyse; Likert-Skala; STEM; Statistische Analyse
Abstract	Interest in engineering at early stages of the educational career is one important precursor to choosing to study engineering in college, and engineering-related clubs are designed to foster such interest and diversify the engineering pipeline. In this study, the researchers employed a social cognitive career theory framework to examine level of interest in studying engineering and expected educational attainment among underrepresented low-income middle and high school students participating in materials science and engineering (MSE) clubs. Questionnaire data were collected from over 200 MSE club participants in low-income public middle and high schools in Puerto Rico. The results indicate that perceived value of engineering is useful in predicting career interest among underrepresented middle and high school students; however, traditional predictors of educational interests and attainment (gender, mother's education, parent expectations) exert the strongest influence on engineering interest and attainment expectations. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01