Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education
Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education
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高中生 STEM 职业期望的稳定性和变化：基于 STEM 支持和家长教育的变化
DOI：
10.1002/jad.12067
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发表时间：
2022
影响因子：
3.8
通讯作者：
Simpkins, Sandra D.
中科院分区：
文献类型：
--
作者：
Starr, Christine R.;Ramos Carranza, Perla;Simpkins, Sandra D.
为什么有些学生保持他们在STEM（科学，技术，工程，数学）的职业期望，而其他人改变他们的期望？使用情境期望值和社会认知职业理论，我们试图调查STEM支持在多大程度上预测了高中期间学生STEM职业期望的变化，以及这些过程是否因学生是否有受过大学教育或非受过大学教育的父母而异。我们调查了美国学生从9年级到11年级的STEM职业期望变化的预测因素（n= 13，100，54%的父母未受过大学教育，51%的女孩，55%的白色，21%的拉丁裔，结果和结论父母未受过大学教育的学生在11年级时更有可能从STEM转变为非STEM职业期望，或者有稳定的非STEM职业期望。（与具有稳定的STEM期望或从非STEM期望改变为STEM期望相比）。此外，与受过大学教育的父母相比，父母未受过大学教育的学生不太可能获得父母的STEM支持和参加课外活动。然而，当检查非大学教育父母的学生中的预测因素时，如果他们有父母的支持，学生更有可能保持他们对9至11年级STEM职业的期望（与转向非STEM职业相比）。此外，无论父母的教育水平如何，所有学生都更有可能在高中期间保持对STEM职业的期望（而不是转向非STEM职业），如果他们得到教师STEM的支持。此外，如果学生有父母的支持，他们更有可能发展STEM职业期望（与维持非STEM职业期望相比）。这些发现强调了家长和教师的STEM支持如何提高STEM职业期望，特别是在父母未受过大学教育的学生中。
IntroductionWhy do some students maintain their career expectations in STEM (science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy‐value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents.MethodsUsing the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n= 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black).Results and ConclusionsStudents with noncollege educated parents were significantly more likely to change from STEM to non‐STEM career expectations by 11th grade or to have stable non‐STEM career expectations (compared to having stable STEM expectations or changing from non‐STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non‐STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non‐STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non‐STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents.