Examining Latinas' STEM Career Decision-Making Process: A Psychosociocultural Approach
Examining Latinas' STEM Career Decision-Making Process: A Psychosociocultural Approach
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DOI：
10.1080/00221546.2018.1435133
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发表时间：
2018-01-01
影响因子：
3.1
通讯作者：
Castellanos, Michelle
中科院分区：
文献类型：
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作者：
Castellanos, Michelle
目前的多机构研究发生在高度选择性的加州高等教育机构的背景下。作者建立在社会认知职业理论和心理社会文化框架，以测试一个整体的结构方程模型，为拉丁裔的职业决策在科学，技术，工程和数学（STEM）。假设模型与数据拟合良好。观察到14条具有统计学意义的路径，表明校园气氛，学术参与以及教师的支持和鼓励在拉丁美洲人的STEM职业决策过程中发挥了重要作用。具有较高社会经济地位，教师支持和学术参与的拉丁裔学生更有可能有STEM职业目标。那些认为自己的课堂气氛充满敌意和具有较高自我牺牲价值观的人不太可能追求STEM职业目标。学生事务管理员，机构决策者和咨询服务提供了几个影响，并提供重要的考虑因素时，与拉丁裔本科生谁希望追求干领域。研究和理论的影响也进行了讨论。
The current multi-institutional study took place within the context of highly selective California institutions of higher education. The author built on social-cognitive career theory and the psychosociocultural framework to test a holistic structural equation model for Latina career decision making in science, technology, engineering, and mathematics (STEM). The hypothesized model fit the data well. Fourteen statistically significant paths were observed, indicating that campus climate, academic involvement, and faculty support and encouragement played an important role in Latinas' STEM career decision-making process. Latina students with higher socioeconomic status, faculty support, and academic involvement were more likely to have STEM career goals. Those who perceived their classroom climates as hostile and who had higher self-sacrifice values were less likely to pursue STEM career goals. Several implications for student affairs administrators, institutional policymakers, and counseling services are provided and offer important considerations when working with Latina undergraduates who wish to pursue STEM fields. Implications for research and theory are also discussed.