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Career Development and Diversity

Works Count: 34307

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Description

This cluster of papers explores the application of Social Cognitive Theory in the context of career development, with a focus on STEM education, gender disparities, and the experiences of underrepresented minorities. It delves into topics such as self-efficacy beliefs, role models, academic aspirations, and work satisfaction, aiming to create more inclusive science education and address the challenges faced by individuals pursuing careers in science and engineering. The research also emphasizes the importance of social influences, cultural stereotypes, and environmental factors in shaping career choices and outcomes.

Keywords

Social Cognitive Theory; Career Development; STEM Education; Gender Disparities; Underrepresented Minorities; Self-Efficacy Beliefs; Role Models; Academic Aspirations; Work Satisfaction; Inclusive Science Education

Freshmen adaptation to university life: Depressive symptoms, stress, and coping

2006-01-01

Rachael Dyson , Kimberly Renk

Attending a university for the first time can be a stressful experience for many new college students. This study examines the relationships among femininity and masculinity, depressive symptomatology, levels of … Attending a university for the first time can be a stressful experience for many new college students. This study examines the relationships among femininity and masculinity, depressive symptomatology, levels of stress, and the types of coping strategies used by college freshmen. Results of this study suggest that these variables were related uniquely for first-year college students. Masculinity and femininity significantly predicted problem-focused coping, and femininity significantly predicted emotion-focused coping. Further, the levels of family and college stress reported by college students, as well as their endorsement of avoidant coping, significantly predicted their levels of depressive symptoms. Overall, the results of this study suggest that understanding the relationships among the gender role, the levels of depressive symptomatology, and the levels of stress exhibited by college freshmen may be important in facilitating their transition and adjustment to university life.

Self-efficacy mechanism in human agency.

1982-02-01

Albert Bandura

This article addresses the centrality of the self-efficacy mechanism in human agency. Self-per- cepts of efficacy influence thought patterns, actions, and emotional arousal. In causal tests the higher the level … This article addresses the centrality of the self-efficacy mechanism in human agency. Self-per- cepts of efficacy influence thought patterns, actions, and emotional arousal. In causal tests the higher the level of induced self-efficacy, the higher the perfor- mance accomplishments and the lower the emotional arousal. Different lines of research are reviewed, show- ing that the self-efficacy mechanism may have wide explanatory power. Perceived self-efficacy helps to ac- count for such diverse phenomena as changes in coping behavior produced by different modes of influence, level of physiological stress reactions, self-regulation of refractory behavior, resignation and despondency to failure experiences, self-debilitating effects of proxy control and illusory inefficaciousness, achievement strivings, growth of intrinsic interest, and career pur- suits. The influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy. Psychological theorizing and research tend to cen- ter on issues concerning either acquisition of knowledge or execution of response patterns. As a result the processes governing the interrelation- ship between knowledge and action have been largely neglected (Newell, 1978). Some of the re- cent efforts to bridge this gap have been directed at the biomechanics problem—how efferent com- mands of action plans guide the production of ap- propriate response patterns (Stelmach, 1976,1978). Others have approached the matter in terms of algorithmic knowledge, which furnishes guides for executing action sequences (Greeno, 1973; Newell, 1973). ,

Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries

2012-01-25

Mark L. Savickas , Erik J. Porfeli

Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span.

2013-01-01

Robert W. Lent , Steven D. Brown

Social cognitive career theory (SCCT) currently consists of 4 overlapping, segmental models aimed at understanding educational and occupational interest development, choice-making, performance and persistence, and satisfaction/well-being. To this point, the … Social cognitive career theory (SCCT) currently consists of 4 overlapping, segmental models aimed at understanding educational and occupational interest development, choice-making, performance and persistence, and satisfaction/well-being. To this point, the theory has emphasized content aspects of career behavior, for instance, prediction of the types of activities, school subjects, or career fields that form the basis for people's educational/vocational interests and choice paths. However, SCCT may also lend itself to study of many process aspects of career behavior, including such issues as how people manage normative tasks and cope with the myriad challenges involved in career preparation, entry, adjustment, and change, regardless of the specific educational and occupational fields they inhabit. Such a process focus can augment and considerably expand the range of the dependent variables for which SCCT was initially designed. Building on SCCT's existing models, we present a social cognitive model of career self-management and offer examples of the adaptive, process behaviors to which it can be applied (e.g., career decision making/exploration, job searching, career advancement, negotiation of work transitions and multiple roles).

Self-efficacy in the prediction of academic performance and perceived career options.

1986-07-01

Robert W. Lent , Steven D. Brown , Kevin C. Larkin

Men and things, women and people: A meta-analysis of sex differences in interests.

2009-11-01

Rong Su , James Rounds , Patrick Ian Armstrong

The magnitude and variability of sex differences in vocational interests were examined in the present meta-analysis for Holland's (1959, 1997) categories (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional), Prediger's (1982) … The magnitude and variability of sex differences in vocational interests were examined in the present meta-analysis for Holland's (1959, 1997) categories (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional), Prediger's (1982) Things-People and Data-Ideas dimensions, and the STEM (science, technology, engineering, and mathematics) interest areas. Technical manuals for 47 interest inventories were used, yielding 503,188 respondents. Results showed that men prefer working with things and women prefer working with people, producing a large effect size (d = 0.93) on the Things-People dimension. Men showed stronger Realistic (d = 0.84) and Investigative (d = 0.26) interests, and women showed stronger Artistic (d = -0.35), Social (d = -0.68), and Conventional (d = -0.33) interests. Sex differences favoring men were also found for more specific measures of engineering (d = 1.11), science (d = 0.36), and mathematics (d = 0.34) interests. Average effect sizes varied across interest inventories, ranging from 0.08 to 0.79. The quality of interest inventories, based on professional reputation, was not differentially related to the magnitude of sex differences. Moderators of the effect sizes included interest inventory item development strategy, scoring method, theoretical framework, and sample variables of age and cohort. Application of some item development strategies can substantially reduce sex differences. The present study suggests that interests may play a critical role in gendered occupational choices and gender disparity in the STEM fields.

Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students

2011-05-03

Adam V. Maltese , Robert H. Tai

Abstract As the global economic crisis continues, sustaining the United States' position as a leader in research and development is a top concern of policy makers. Looking to increase the … Abstract As the global economic crisis continues, sustaining the United States' position as a leader in research and development is a top concern of policy makers. Looking to increase the number of students pursuing degrees in STEM (science, technology, engineering, and mathematics), calls for improved mathematics and science education abound. We completed a two‐part analysis to assess the school‐based factors related to students choosing to complete a major in STEM. The results indicate that the majority of students who concentrate in STEM make that choice during high school, and that choice is related to a growing interest in mathematics and science rather than enrollment or achievement. These results indicate that the current policy focus on advanced‐level course taking and achievement as measures to increase the flow of students into STEM may be misguided. © 2011 Wiley Periodicals, Inc. Sci Ed 95: 877–907, 2011

Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance

1994-08-01

Robert W. Lent , Steven D. Brown , Gail Hackett

The Self-Efficacy Scale: Construction and Validation

1982-10-01

Mark Sherer , James E. Maddux , Blaise Mercandante +3 more

Self-efficacy theory asserts that personal mastery expectations are the primary determinants of behavioral change. Further, it is suggested that individual differences in past experiences and attribution of success to skill … Self-efficacy theory asserts that personal mastery expectations are the primary determinants of behavioral change. Further, it is suggested that individual differences in past experiences and attribution of success to skill or chance result in different levels of generalized self-efficacy expectations. To measure these generalized expectancies, a Self-efficacy Scale was developed. A factor analysis yielded two subscales: a General Self-efficacy subscale (17 items) and a Social Self-efficacy subscale (6 items). Confirmation of several predicted conceptual relationships between the Self-efficacy subscales and other personality measures (i.e., Locus of Control, Personal Control, Social Desirability, Ego Strength, Interpersonal Competence, and Self-esteem) provided evidence of construct validity. Positive relationships between the Self-efficacy Scale and vocational, educational, and military success established criterion validity. Future research and clinical uses of the scale were discussed.

Applications of self-efficacy theory to the understanding and treatment of career indecision

1983-02-01

Karen Taylor , Nancy E. Betz

A taxonomy of difficulties in career decision making.

1996-10-01

Itamar Gati , Mina Krausz , Samuel H. Osipow

A general theoretical taxonomy of career decision-making difficulties, based on decision theory, has been developed. To examine the proposed taxonomy empirically, a questionnaire was constructed in which the various possible … A general theoretical taxonomy of career decision-making difficulties, based on decision theory, has been developed. To examine the proposed taxonomy empirically, a questionnaire was constructed in which the various possible difficulties in the theoretical model were represented by respective statements. The questionnaire was administered to a sample of 259 young Israeli adults who were at the beginning of their career decision-making process and to an American sample of 304 university students. The observed relations among the 10 scales, which represent the 10 theoretical categories of difficulties, and those among the items within 2 selected categories, were similar in the 2 samples and compatible with the expected relations derived from the theoretical model. The implications for career counseling and research are discussed. The growing rate of change in the world of work increases the number of career transitions individuals make during their lifetime. The quality of the career decisions made during these transitions is significant for both the individual and society. Making a career decision is, however, a complex process. Although some people make such decisions easily, at least apparently, others face difficulties in making their career decisions, and many seek professional help. One of the central aims of career counseling is to facilitate the career decision-making process of counselees and, in particular, to help them overcome the difficulties they encounter during this process. Therefore, identifying the unique difficulties that prevent individuals from reaching a decision is an essential step in providing them with the help they need. The construct of career indecision has been used to refer to the problems individuals may have in making their career decision (for a review, see Slaney, 1988). Because of its recognized significance, career indecision is one of the central research issues of career psychology (Betz, 1992;

Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.

1991-01-01

Karen D. Multon , Steven D. Brown , Robert W. Lent

Career Choice and Development.

1986-01-01

Kenneth I. Spenner , Duane Brown , Linda Brooks

Preface. About the Authors. Part One: Introduction and Cases. 1. Introduction to Theories of Career Development and Choice: Origins, Evolution, and Current Efforts (Duane Brown). 2. Case Studies (Duane Brown). … Preface. About the Authors. Part One: Introduction and Cases. 1. Introduction to Theories of Career Development and Choice: Origins, Evolution, and Current Efforts (Duane Brown). 2. Case Studies (Duane Brown). Part Two: Sociological Perspective. 3. Career Choice and Development from a Sociological Perspective (Monica Kirkpatrick Johnson, Jeylan T. Mortimer). Part Three: Developmental and Postmodern Theories. 4. Gottfredson s Theory of Circumscription, Compromise, and Self Creation (Linda S. Gottfredson). 5. Career Construction: A Developmental Theory of Vocational Behavior (Mark L. Savickas). 6. A Contextualist Explanation of Career (Richard A. Young, Ladislav Valach, Audrey Collin). Part Four: Career Development Theories Anchored in Learning Theory. 7. Social Cognitive Career Theory (Robert W. Lent, Steven D. Brown, Gail Hackett). 8. A Cognitive Information Processing Approach to Career Problem Solving and Decision Making (Gary W. Peterson, James P. Sampson Jr., Janet G. Lenz, Robert C. Reardon). Part Five: Trait Factor Theories and Summation. 9. Holland s Theory of Personalities in Work Environments (Arnold R. Spokane, Erik J. Luchetta, Matthew H. Richwine). 10. Person Environment Correspondence Theory (Rene V. Dawis). 11. The Role of Work Values and Cultural Values in Occupational Choice, Satisfaction, and Success: A Theoretical Statement (Duane Brown). 12. Status of Theories of Career Choice and Development (Duane Brown). Name Index. Subject Index.

Women and science careers: leaky pipeline or gender filter?

2005-09-07

Jacob Clark Blickenstaff

Women are under‐represented in science, technology, engineering and mathematics (STEM) majors and careers in most industrialized countries around the world. This paper explores the broad array of explanations for the … Women are under‐represented in science, technology, engineering and mathematics (STEM) majors and careers in most industrialized countries around the world. This paper explores the broad array of explanations for the absence of women in STEM put forth in the literature of the last 30 years. It is argued that some proposed explanations are without merit and are in fact dangerous, while others do play a part in a complex interaction of factors. It is suggested that the very nature of science may contribute to the removal of women from the ‘pipeline’. Recommendations for reform in science education to address this problem are also provided.

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

2010-02-05

Zahra Hazari , Gerhard Sonnert , Philip M. Sadler +1 more

Abstract This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics … Abstract This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010

Why Students Choose STEM Majors

2013-05-22

Xueli Wang

This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by … This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. Exerting the largest impact on STEM entrance, intent to major in STEM is directly affected by 12th-grade math achievement, exposure to math and science courses, and math self-efficacy beliefs—all three subject to the influence of early achievement in and attitudes toward math. Multiple-group structural equation modeling analyses indicated heterogeneous effects of math achievement and exposure to math and science across racial groups, with their positive impact on STEM intent accruing most to White students and least to underrepresented minority students.

Talking about Leaving: Why Undergraduates Leave the Sciences

1997-09-01

Shelley J. Correll , Elaine Seymour , Nancy M. Hewitt

Overview Entering S.M.E. Majors: Choice and Preparation Majors: Choice and Preparation The Learning Experience in S.M.E. Majors Career and Lifestyle, Time and Money Issues of Gender Issues of Race and … Overview Entering S.M.E. Majors: Choice and Preparation Majors: Choice and Preparation The Learning Experience in S.M.E. Majors Career and Lifestyle, Time and Money Issues of Gender Issues of Race and Ethnicity Some Conclusions and Their Implications.

A theory of vocational development.

1953-05-01

Donald E. Super

This chapter discusses a theory of vocational development, a theory inherent in and emergent from the research and philosophy of psychologists and counselors. Occupational choice is a developmental process, which … This chapter discusses a theory of vocational development, a theory inherent in and emergent from the research and philosophy of psychologists and counselors. Occupational choice is a developmental process, which takes place over a period of some 10 years. The process is irreversible. The process of occupational choice ends in a compromise between interests, capacities, values, and opportunities. There are three periods of occupational choice. A theory of vocational choice and adjustment would synthesize the results of research because they lend themselves to synthesis; it would take into account the continuity of the development of preferences and of the differences in the stages, choices, entry, and adjustment; it would explain the process through which interest, capacities. Values and opportunities are compromised. The chapter discusses the elements of the theory of vocational development. The term “development” is used rather than “choice,” because it comprehends the concepts of preference, choice, entry, and adjustment. There are many elements to a theory of vocational development.

A Theory of Work Role Transitions

1984-06-01

Nigel Nicholson

Nigel Nicholson This paper presents a new theory of work role transitions, linking personal and organizational adjustment outcomes with the characteristics of the person, the role, and the organization. The … Nigel Nicholson This paper presents a new theory of work role transitions, linking personal and organizational adjustment outcomes with the characteristics of the person, the role, and the organization. The need for theory is argued in a brief overview of the field, and a conceptual framework for analyzing modes of adjustment to transition is presented. The main body of the theory for predicting adjustment modes is set out, and the implications and predictions of the theory for changing patterns of adjustment over work histories and lifetime careers are discussed.

Career Adaptability: An Integrative Construct for Life‐Span, Life‐Space Theory

1997-03-01

Mark L. Savickas

The four segments in the life‐span, life‐space approach to comprehending and intervening in careers (individual differences, development, self, and context), constitute four perspectives on adaptation to life roles. Adaptation serves … The four segments in the life‐span, life‐space approach to comprehending and intervening in careers (individual differences, development, self, and context), constitute four perspectives on adaptation to life roles. Adaptation serves as a bridging construct to integrate the complexity engendered by viewing vocational behavior from four distinct vantage points. To correspond to adaptation as the core construct, career adaptability should replace career maturity as the critical construct in the developmental perspective on adaptation. Moreover, adaptability could be conceptualized using developmental dimensions similar to those used to describe career maturity, namely planning, exploring, and deciding.

The Science of Sex Differences in Science and Mathematics

2007-08-01

Diane F. Halpern , Camilla Persson Benbow , David C. Geary +3 more

Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. … Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability-including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.

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A life-span, life-space approach to career development

1980-06-01

Donald E. Super

Undergraduate Research Experiences Support Science Career Decisions and Active Learning

2007-12-01

David Lopatto

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. … The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

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A theory of vocational choice.

1959-01-01

John L. Holland

The theory of vocational choice suggests a number of research problems. The value of the concept of a developmental hierarchy appears amenable to study and extension through the use of … The theory of vocational choice suggests a number of research problems. The value of the concept of a developmental hierarchy appears amenable to study and extension through the use of coded interest inventories. The determination of level of choice might be explored through the use of intelligence, status, and self-concept measures, to define the relationships among these variables and the integrative value of the concept, self-evaluation. Simple occupational knowledge tests might be devised to explore the relationships hypothesized in the theory concerning the amount and selective perception of occupational information as well as the correlations between developmental and level hierarchies, and occupational information. The proposed occupational environment classification might be examined and clarified by reviewing the evidence for a sample of typical occupations for each orientation and at each level, and by the administration of appropriate assessment devices. Studies of the interaction of the key variables in the theory might be attempted by using the available definitions.

STEMing the tide: Using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).

2010-12-13

Jane G. Stout , Nilanjana Dasgupta , Matthew Hunsinger +1 more

Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's … Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1-3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connectedness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women's own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active.

Survey of Undergraduate Research Experiences (SURE): First Findings

2004-12-01

David Lopatto

In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a … In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates from 41 institutions participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Over 83% of 1,135 participants began or continued to plan for postgraduate education in the sciences. A group of 51 students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Ethnic groups did not significantly differ in reported levels of benefits or plans to continue with postgraduate education.

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Relation of self-efficacy expectations to academic achievement and persistence.

1984-07-01

Robert W. Lent , Steven D. Brown , Kevin C. Larkin

This study examined the relation of self-efficacy beliefs to subjects' persistence and success in pursuing science and engineering college majors. Subjects were 42 students who participated in a 10-week career-planning … This study examined the relation of self-efficacy beliefs to subjects' persistence and success in pursuing science and engineering college majors. Subjects were 42 students who participated in a 10-week career-planning course on science and engineering fields. They completed several measures of self-efficacy , involving their perceived ability to fulfill the educational requirements and job duties of a variety of technical/sci entific occupations. Findings indicated that subjects reporting high self-efficacy for educational requirements generally achieved higher grades and persisted longer in technical/scientific majors over the following year than those with low self-efficacy. Self-efficacy was also moderately correlated with objective predictors of academic aptitude and achievement. Implications for the further extension of self-efficacy theory to educational and vocational behavior are discussed. Bandura (1977, 1982) has recently proposed a theoretical framework to explain and predict behavior change. Essentially, he has suggested that behavior changes achieved by diverse methods are mediated by a common cognitive mechanism. Self-efficacy expectations, meaning beliefs about one's ability to successfully perform a given task or behavior, are hypothesized to determine whether coping behavior will be initiated, how much effort will be expended, and how long effort will be sustained in the face of obstacles and aversive experiences. Thus far, perceived self-efficacy has been studied in relation to a variety of clinical problems such as snake phobias (Bandura & Adams, 1977), social skills (Moe & Zeiss, 1982), and smoking cessation maintenance (DiClemente, 1981). Results have generally suggested that persons' efficacy expectations are useful in predicting behavior change independently of the different treatment approaches used. Recently, Hackett and Betz (1981) have extended self-efficacy theory to vocational behavior, hypothesizing that ex

Self-Efficacy: Implications for Organizational Behavior and Human Resource Management

1987-07-01

Marilyn E. Gist

Self-efficacy (one's belief in one's capability to perform a task) affects task effort, persistence, expressed interest, and the level of goal difficulty selected for performance. Despite this, lit... Self-efficacy (one's belief in one's capability to perform a task) affects task effort, persistence, expressed interest, and the level of goal difficulty selected for performance. Despite this, lit...

Understanding the science experiences of successful women of color: Science identity as an analytic lens

2007-09-11

Heidi B. Carlone , Angela Johnson

Abstract In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate … Abstract In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science‐related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate careers, follow‐up interviews 6 years later, and ongoing member‐checking. Our results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist. The women with research scientist identities were passionate about science and recognized themselves and were recognized by science faculty as science people. The women with altruistic scientist identities regarded science as a vehicle for altruism and created innovative meanings of “science,” “recognition by others,” and “woman of color in science.” The women with disrupted scientist identities sought, but did not often receive, recognition by meaningful scientific others. Although they were ultimately successful, their trajectories were more difficult because, in part, their bids for recognition were disrupted by the interaction with gendered, ethnic, and racial factors. This study clarifies theoretical conceptions of science identity, promotes a rethinking of recruitment and retention efforts, and illuminates various ways women of color experience, make meaning of, and negotiate the culture of science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1187–1218, 2007

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On the Functional Properties of Perceived Self-Efficacy Revisited

2011-09-27

Albert Bandura

This commentary addresses the functional properties of perceived self-efficacy in the context of a set of studies contending that belief in one’s capabilities has debilitating or null effects. It encompasses … This commentary addresses the functional properties of perceived self-efficacy in the context of a set of studies contending that belief in one’s capabilities has debilitating or null effects. It encompasses four theoretical orientations. These include social cognitive theory rooted in an agentic perspective, control theory grounded in a cybernetic model, and trait self-efficacy theory and Big Five theory based on a decontextualized trait model. Critical analyses of the studies in question document their failure to fulfill key theoretical, methodological, analytical, and construct assessment requirements. The article extends beyond critical analyses of the published studies. It specifies the theoretical, methodological, and analytical requirements essential to the advancement of knowledge on the role that perceived self-efficacy plays in human self-development, adaption, and change at both the individual and collective levels.

Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics

2011-06-01

Maria Ong , Carol Wright , Lorelle L. Espinosa +1 more

In this article, Maria Ong, Carol Wright, Lorelle Espinosa, and Gary Orfield review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, … In this article, Maria Ong, Carol Wright, Lorelle Espinosa, and Gary Orfield review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM). Their synthesis of 116 works of scholarship provides insight into the factors that influence the retention, persistence, and achievement of women of color in STEM fields. They argue that the current underrepresentation of women of color in STEM fields represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems. They refute the pervasive myth that underrepresented minority women are less interested in pursuing STEM fields and then present a complex portrait of the myriad factors that influence the undergraduate and graduate experiences of women of color in STEM fields. Finally, the authors discuss the policy implications of their findings and highlight gaps in the literature where further research is needed, providing a knowledge base for educators, policy makers, and researchers to continue the mission of advancing the status of women of color in STEM.

Benefits of Undergraduate Research Experiences

2007-04-26

Susan H. Russell , Mary P. Hancock , James McCullough

4,987667MetricsTotal Downloads4,987Last 6 Months918Last 12 Months1,925Total Citations667Last 6 Months0Last 12 Months0View all metrics 4,987667MetricsTotal Downloads4,987Last 6 Months918Last 12 Months1,925Total Citations667Last 6 Months0Last 12 Months0View all metrics

Evaluation of a Short Form of the Career Decision-Making Self-Efficacy Scale

1996-07-01

Nancy E. Betz , Karla L. Klein , Karen Taylor

This study describes the development and evaluation of a short form of the widely used Career Decision-Making Self-Efficacy Scale (CDMSE; Taylor & Betz, 1983). The psychometric characteristics and relationship to … This study describes the development and evaluation of a short form of the widely used Career Decision-Making Self-Efficacy Scale (CDMSE; Taylor & Betz, 1983). The psychometric characteristics and relationship to the Career Decision Scale (CDS; Osipow, 1987) and the Vocational Identity Scale (Holland, Johnston, & Asama, 1993) were examined in a sample of 180 college students. The potential utility of a more efficient short form of the scale for use in career counseling interventions will be discussed.

Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

2004-04-26

Elaine Seymour , Anne‐Barrie Hunter , Sandra L. Laursen +1 more

Abstract Descriptions of student‐identified benefits of undergraduate research experiences are drawn from analysis of 76 first‐round student interviews gathered at the end of summer 2000 at four participating liberal arts … Abstract Descriptions of student‐identified benefits of undergraduate research experiences are drawn from analysis of 76 first‐round student interviews gathered at the end of summer 2000 at four participating liberal arts colleges (Grinnell, Harvey Mudd, Hope, and Wellesley). As part of the interview protocol, students commented on a checklist of possible benefits derived from the literature. They also added gains that were not on this list. Students were overwhelmingly positive: 91% of all statements referenced gains from their experiences. Few negative, ambivalent, or qualified assessments of their research experiences were offered. The benefits described were of seven different kinds. Expressed as percentages of all reported gains, they were personal/professional gains (28%); “thinking and working like a scientist” (28%); gains in various skills (19%); clarification/confirmation of career plans (including graduate school) (12%); enhanced career/graduate school preparation (9%); shifts in attitudes to learning and working as a researcher (4%); and other benefits (1%). © 2004 Wiley Periodicals, Inc. Sci Ed 88: 493–534, 2004

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Understanding Women's Educational And Occupational Choices: <i>Applying the Eccles et al. Model of Achievement-Related Choices</i>

1994-12-01

Jacquelynne S. Eccles

Despite recent efforts to increase the participation of women in advanced educational training and high-status professional fields, women and men are still concentrated in different occupations and educational programs, and … Despite recent efforts to increase the participation of women in advanced educational training and high-status professional fields, women and men are still concentrated in different occupations and educational programs, and women are still underrepresented in many high-status occupational fields—particularly those associated with physical science, engineering, and applied mathematics. Many factors, ranging from outright discrimination to the processes associated with gender role socialization, contribute to these gendered patterns of educational and occupational choices. This paper summarizes a set of social and psychological factors that Eccles and her colleagues have been studying for the past 15 years in an effort to understand the occupational and educational choices of women and men. The paper summarizes the key features of the theoretical model they developed and provides an overview of the empirical support now available for key aspects of this model. The implications of this model for understanding the link between gender roles and gendered educational and occupational decisions are discussed.

Gender Roles and Women's Achievement-Related Decisions

1987-06-01

Jacquelynne S. Eccles

Occupational sex segregation continues to exist and the occupational career paths of women and men continue to differ. This article proposes a model to explain these persistent, gender-role linked trends, … Occupational sex segregation continues to exist and the occupational career paths of women and men continue to differ. This article proposes a model to explain these persistent, gender-role linked trends, summarizes evidence to support the proposed mediating psychological mechanisms, and discusses the social experiences that shape gender differences on these mediators. In addition, the article reviews the economic and psychological costs often associated with the traditional female choices and proposes interventions aimed at achieving a more gender—fair social system that does not devalue traditionally female domains. The proposed model links occupational choices to expectations for success and subjective task value, which, in turn, are linked to gender-role socialization, self schemas, and anticipated role and task demands. The importance of subjective task value is stressed, as is the need to study women's achievement-related choices from the women's perspective.

The relationship of career-related self-efficacy expectations to perceived career options in college women and men.

1981-09-01

Nancy E. Betz , Gail Hackett

The present study was designed to investigate the applicability of Bandura's self-efficacy theory to the process of career decision making and, in particular, to investigate the possible importance of self-efficacy … The present study was designed to investigate the applicability of Bandura's self-efficacy theory to the process of career decision making and, in particular, to investigate the possible importance of self-efficacy expectations in the explanation of women's continued underrepresentation in many professional and managerial occupations. Subjects, 134 female and 101 male undergraduates, were asked to indicate their perceptions of their capabilities to successfully complete the educational requirements and job duties of each of 10 traditionally female and 10 traditionally male occupations. In addition, subjects indicated their degree of interest in and extent of consideration of each occupation. Finally, American College Test Math and English subtest scores were obtained. Results indicated significant and consistent sex differences in selfefficacy with regard to traditional versus nontraditional (for females) occupations: Males reported equivalent self-efficacy with regard to the two classes of occupations, females reported significantly higher levels of self-efficacy with regard to traditional occupations and significantly lower levels of self-efficacy with regard to nontraditiona l occupations. Further, self-efficacy expectations were related to both the type and number of occupations considered and to expressed interest in traditional and nontraditional occupations. Implications for further investigation of the utility of self-efficacy theory to the understanding of vocational behavior and for the applications of the model to career counseling are discussed.

Life designing: A paradigm for career construction in the 21st century

2009-05-05

Mark L. Savickas , Laura Nota , Jérôme Rossier +6 more

Contextual supports and barriers to career choice: A social cognitive analysis.

2000-01-01

Robert W. Lent , Steven D. Brown , Gail Hackett

Summary The foregoing review of the career barriers literaturepresents a mixed picture. On the one hand, students andworkers do perceive barriers to their career progress; but onthe other hand, barrier … Summary The foregoing review of the career barriers literaturepresents a mixed picture. On the one hand, students andworkers do perceive barriers to their career progress; but onthe other hand, barrier ratings are often found to besomewhat modest in size and have not been shown to beconsistently related to important career outcome or processvariables in the mostly student samples in which they havebeen studied. This is not to say that barriers are notconsequential for many Individuals. Indeed, they are likelyto be especially salient for those who have been victimizedby various forms of oppression. However, several concep-tual and methodological issues—such as the manner inwhich barriers have been defined, failure to consider thecontext and temporal specificity of barriers, noncorrespon-dence between barriers and outcome criteria (in terms ofcontent and developmental task), infrequent attention tomediating and moderating variables, understudy of nonstu-dent samples, and use of designs that do not explorepotential causal effects of barriers—may have partly ob-scured the impact of perceived barriers and the mechanismsthrough which they affect career behavior.Despite these considerations, recent career barriers re-search has constructed an important conceptual and method-ological foundation for further inquiry, and the program-matic research of Swanson, McWhirter, and Luzzo and theircolleagues has been particularly pivotal. In the remainder ofthis article, we attempt to build on this foundation, offering amodest set of suggestions for future research on careerbarriers and their conceptual partner, career supports. Thesesuggestions are premised on the need to clarify or elaboratecertain aspects of SCCT having relevance for the conceptu-alization and assessment of contextual variables.

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

2016-01-13

Ming‐Te Wang , Jessica L. Degol

Why are some STEM fields more gender balanced than others?

2016-10-11

Sapna Cheryan , Sianna A. Ziegler , Amanda Kay Montoya +1 more

Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science … Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science Foundation, 2014a). Gender differences in interest in computer science, engineering, and physics appear even before college. Why are women represented in some science, technology, engineering, and mathematics (STEM) fields more than others? We conduct a critical review of the most commonly cited factors explaining gender disparities in STEM participation and investigate whether these factors explain differential gender participation across STEM fields. Math performance and discrimination influence who enters STEM, but there is little evidence to date that these factors explain why women's underrepresentation is relatively worse in some STEM fields. We introduce a model with three overarching factors to explain the larger gender gaps in participation in computer science, engineering, and physics than in biology, chemistry, and mathematics: (a) masculine cultures that signal a lower sense of belonging to women than men, (b) a lack of sufficient early experience with computer science, engineering, and physics, and (c) gender gaps in self-efficacy. Efforts to increase women's participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields. (PsycINFO Database Record

Women in Academic Science

2014-11-03

Stephen J. Ceci , Donna K. Ginther , Shulamit Kahn +1 more

Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men … Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase thereafter, leading to lower female propensities to major in math-intensive subjects in college but higher female propensities to major in non-math-intensive sciences, with overall science, technology, engineering, and mathematics (STEM) majors at 50% female for more than a decade. Post-college, although men with majors in math-intensive subjects have historically chosen and completed PhDs in these fields more often than women, the gap has recently narrowed by two thirds; among non-math-intensive STEM majors, women are more likely than men to go into health and other people-related occupations instead of pursuing PhDs. Importantly, of those who obtain doctorates in math-intensive fields, men and women entering the professoriate have equivalent access to tenure-track academic jobs in science, and they persist and are remunerated at comparable rates-with some caveats that we discuss. The transition from graduate programs to assistant professorships shows more pipeline leakage in the fields in which women are already very prevalent (psychology, life science, social science) than in the math-intensive fields in which they are underrepresented but in which the number of females holding assistant professorships is at least commensurate with (if not greater than) that of males. That is, invitations to interview for tenure-track positions in math-intensive fields-as well as actual employment offers-reveal that female PhD applicants fare at least as well as their male counterparts in math-intensive fields. Along these same lines, our analyses reveal that manuscript reviewing and grant funding are gender neutral: Male and female authors and principal investigators are equally likely to have their manuscripts accepted by journal editors and their grants funded, with only very occasional exceptions. There are no compelling sex differences in hours worked or average citations per publication, but there is an overall male advantage in productivity. We attempt to reconcile these results amid the disparate claims made regarding their causes, examining sex differences in citations, hours worked, and interests. We conclude by suggesting that although in the past, gender discrimination was an important cause of women's underrepresentation in scientific academic careers, this claim has continued to be invoked after it has ceased being a valid cause of women's underrepresentation in math-intensive fields. Consequently, current barriers to women's full participation in mathematically intensive academic science fields are rooted in pre-college factors and the subsequent likelihood of majoring in these fields, and future research should focus on these barriers rather than misdirecting attention toward historical barriers that no longer account for women's underrepresentation in academic science.

The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education

2018-02-14

Gijsbert Stoet , David C. Geary

The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement … The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.

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The Psychology of Careers.

1959-10-01

Irving Ratchick , Donald E. Super

Reflections on gender and science

1986-01-01

Test anxiety : theory, research, and applications

1980-01-01

Irwin G. Sarason

Women in STEM: A Gender Gap to Innovation

2011-01-01

David N. Beede , Tiffany Julian , David Langdon +3 more

Our science, technology, engineering and math (STEM) workforce is crucial to America’s innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders … Our science, technology, engineering and math (STEM) workforce is crucial to America’s innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness.

Kariyer Uyumunu Yordamada Kariyer Kaygısı ve Kariyer Yapılandırmanın Rolü: 11. ve 12. Sınıf Örneği

2025-06-25

Üzeyir Karakuzu , Ahu Arıcıoğlu | Kariyer Psikolojik Danışmanlığı Dergisi

Bu çalışmada, 11.sınıf ve 12.sınıfta eğitim gören öğrencilerin kariyer uyumunu yordamada kariyer kaygısı ve kariyer yapılandırmanın rolü incelenmektedir. Çalışma grubunu, Şırnak’ta farklı kurumlarda eğitim gören 558 lise öğrencisi oluşturmaktadır. Çalışmadaki … Bu çalışmada, 11.sınıf ve 12.sınıfta eğitim gören öğrencilerin kariyer uyumunu yordamada kariyer kaygısı ve kariyer yapılandırmanın rolü incelenmektedir. Çalışma grubunu, Şırnak’ta farklı kurumlarda eğitim gören 558 lise öğrencisi oluşturmaktadır. Çalışmadaki veriler, Kişisel Bilgi Formu, Kariyer Uyum Ölçeği, Kariyer Kaygısı Ölçeği ve Öğrenci Kariyer Yapılandırma Envanteri kullanılarak toplanmıştır. Araştırma kapsamında ayrıca cinsiyet, düzeyi ve sınıfa göre kariyer uyumu, kariyer kaygısı ve kariyer yapılandırmada anlamlı bir fark olup olmadığı incelenmiştir. Araştırma sonuçlarına göre kariyer uyumu ve kariyer kaygısının yalnızca cinsiyete göre farklılık gösterdiği görülmektedir. Araştırmada ulaşılan bir diğer sonuca göre kariyer kaygısı kariyer uyumunu olumsuz yönde anlamlı; kariyer yapılandırma kariyer uyumunu olumlu yönde anlamlı yordamaktadır. Araştırma bulguları alanyazındaki benzer sonuçlar ele alınarak tartışılmıştır. Araştırma sonuçlarına göre, farklı illerde ya da eğitim kademelerinde karşılaştırma çalışmalarının yapılabileceği ve mesleki rehberlik faaliyetlerine yönelik önerilerde bulunulmuştur.

The iceberg of science identity: structural inequalities in science-related practices and dispositions

2025-06-25

Matheus Monteiro Nascimento , Silvija Markic | International Journal of Science Education

Correction: Building trust in rural communities: recruitment and retention strategies in developmental science

2025-06-24

Ava Reck , Lyn Holley , Kyle L. Bower +7 more | Frontiers in Public Health

Strategies for creating undergraduate research and outreach experiences

2025-06-24

Fadie T. Coleman , D. A. Graham | BMC Proceedings

Engaging students in research and outreach offers a range of benefits, including acquiring scientific knowledge and critical skills, fostering science identity development and increasing persistence in science, and providing broad … Engaging students in research and outreach offers a range of benefits, including acquiring scientific knowledge and critical skills, fostering science identity development and increasing persistence in science, and providing broad exposure to STEM careers. Although undergraduate research experiences have been shown to be impactful for developing scientists, exploring ways in which all students can experience these opportunities is an important focus that merits continued discussion. This paper will discuss ways in which well-known strategies for incorporating research into science curricula can be further adapted to have a broader impact on undergraduate education and science outreach programming. In addition, key insights inspired by an "Adapting Your Research for Teaching and Outreach" workshop will be considered. Lastly, this paper will discuss ways in which inclusive strategies can facilitate practical application across diverse educational settings.

Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis

2025-06-23

Dora Petrović , Paula Pedić Duić , Tea Pavin Ivanec | European Journal of Psychology of Education

<scp>STEM</scp> Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach

2025-06-23

Okhee Lee , Scott E. Grapin | Journal of Research in Science Teaching

ABSTRACT The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM … ABSTRACT The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and justice. First, we begin with conceptual framing for equity and justice. Second, for each era (traditional, contemporary, future), we describe the intersections among (a) what counts as science and STEM subjects; (b) what role phenomena, problems, and societal challenges play in science and STEM education; and (c) how students learn science and STEM subjects. Traditional approaches in science education focused on learning canonical knowledge of science. Contemporary approaches, based on A Framework for K‐12 Science Education and the Next Generation Science Standards, center equity by providing opportunities for all students to make sense of phenomena in science and design solutions to problems in engineering. Going beyond contemporary approaches and complementing other research programs that share a commitment to justice, we propose a potential future approach— justice‐centered STEM education —that addresses societal challenges by leveraging multiple STEM subjects while centering justice. Finally, we close by calling for the science and STEM education communities to address increasingly complex societal challenges by centering justice for minoritized groups.

Too poor to science: How wealth determines who succeeds in STEM

2025-06-23

Craig R. McClain | PLoS Biology

STEM is profoundly shaped by wealth, yet financial privilege is rarely acknowledged in discussions of diversity and inclusion. Wealth influences participation, persistence, and recognition in science, affecting not just who … STEM is profoundly shaped by wealth, yet financial privilege is rarely acknowledged in discussions of diversity and inclusion. Wealth influences participation, persistence, and recognition in science, affecting not just who enters the pipeline but also who can afford to stay.

Unleashing Girls' Potential Through <scp>STEM</scp> Exploration

2025-06-22

Ivonne Miranda | School Science and Mathematics

ABSTRACT This study explores the impact of the Hands‐On Learning Activity (HOLA) Girls in Engineering, Math, and Science (Gems) program, a targeted STEM initiative designed to empower fifth‐grade girls from … ABSTRACT This study explores the impact of the Hands‐On Learning Activity (HOLA) Girls in Engineering, Math, and Science (Gems) program, a targeted STEM initiative designed to empower fifth‐grade girls from diverse backgrounds. Grounded in Bandura's Social Cognitive Theory and Hidi and Renninger's Four‐Phase Model of Interest Development, the study investigates how early STEM exposure influences participants' self‐efficacy, interest, and career aspirations in traditionally male‐dominated STEM fields. Utilizing a mixed qualitative approach that integrates phenomenological and case study methodologies, the research analyzes data collected from 20 participants at an Eastern Pennsylvania School. Findings indicate that the HOLA Gems program significantly enhanced participants' interest in STEM, fostered empowerment, and increased self‐esteem, ultimately shifting their career aspirations. Participants demonstrated an increased sense of belonging, improved confidence in STEM abilities, and a willingness to challenge gender‐based stereotypes. The study underscores the importance of early and sustained STEM interventions to foster long‐term engagement and mitigate barriers for underrepresented groups. Recommendations for educators and policymakers include integrating engineering design processes, creating supportive learning environments, and prioritizing culturally relevant curricula. These findings contribute to the growing body of research advocating for gender‐inclusive STEM education and highlight the need for expanded, equity‐driven STEM initiatives at the elementary level.

Perceived Control and Career Decision-Making Self-Efficacy as Predictors of Career Optimism among University Students

2025-06-20

Mukaddes İrem Akkaya , Fatmagül Gürbüz Akçay | Üniversite Araştırmaları Dergisi

A career is a field linked to optimism, a significant concept today. Considering the role of career optimism in career development, it is essential to be aware of the factors … A career is a field linked to optimism, a significant concept today. Considering the role of career optimism in career development, it is essential to be aware of the factors that may influence the level of optimism crucial to career development. In this direction, the aim of the study is to examine the role of perceived control and career decision-making self-efficacy, which can be seen as antecedents and examined for their role in predicting career optimism. Additionally, the study investigated whether the Kahramanmaraş-based earthquake, which occurred in Türkiye on February 6, 2023, differentiated the level of career optimism among university students. The sample for the study consisted of 457 undergraduate students studying in Türkiye. The study utilized a relational model, using the Sense of Control Scale, Career Decision Self-Efficacy Scale-Short Form (CDSES-SF), Career Optimism Scale for University Students, and a personal information form as data collection tools. The data were collected between November 2023 and February 2024. Data analysis involved an independent sample t-test, Pearson correlation analysis, and regression analysis. The findings of the research showed that experiencing the earthquake did not differentiate the level of career optimism, that significant relationships existed between all variables, and that perceived control and career decision-making self-efficacy together accounted for 55% of the total variance in career optimism. The results were discussed in the context of the relevant literature, and recommendations were provided for researchers.

PROFESSIONAL CHOICE OF HIGH SCHOOL STUDENTS AND FACTORS OF CHANGE

2025-06-20

М. К. Shnarbekova | Farabi Journal of Social Sciences

Purpose. This article investigates the factors influencing career choices among high school students in Kazakhstan, with a particular focus on the impact of gender and school type. The study aims … Purpose. This article investigates the factors influencing career choices among high school students in Kazakhstan, with a particular focus on the impact of gender and school type. The study aims to identify the key motives and conditions shaping students’ professional self-determination during adolescence. Design/methodology/approach. The research is grounded in sociological and psychological theories, including the theory of professional self-determination and the concept of professional identity. A quantitative sociological survey was conducted among 9th and 11th grade students from both urban and rural schools. The sample included 1,000 students aged 15 to 17, selected through targeted sampling based on region, school type, and gender. Data were collected using a structured questionnaire. Findings. The findings reveal that career choices among students are significantly influenced by a range of social and institutional factors, such as family background, education system characteristics, and labor market conditions. The study also identifies notable differences in career preferences by gender and school type, underscoring the importance of tailoring career guidance to individual socio-demographic contexts. Originality. This study contributes to the understanding of professional orientation processes in Kazakhstan by providing empirical insights into the diverse factors that shape students’ career decisions. It highlights the need for differentiated and personalized career support strategies in educational policy and practice. Key words: career choice, sociological survey, career guidance, professional self-determination

Differentiating middle school students’ conceptions of engineering from interests in engineering

2025-06-18

Malle Schilling , Holly Matusovich , Jacob Grohs +2 more | Frontiers in Education

Introduction Developing and deploying research tools that measure pre-college students’ conceptions of engineering is challenging, and often surveys relying on measurements of interest and identity are used to understand students’ … Introduction Developing and deploying research tools that measure pre-college students’ conceptions of engineering is challenging, and often surveys relying on measurements of interest and identity are used to understand students’ goals related to engineering. The purpose of this study is to describe the creation of and preliminary findings from a survey in the context of long-term engagement with middle school students. Methods To identify underlying factors related to student conceptions of engineering, this study leveraged exploratory factor analysis (EFA) with survey data from 360 middle school students along with descriptive and inferential statistics to understand more about the relationship between conceptions and interest and identity. Results Results from the EFA revealed a total of five factors related to a range of students’ conceptions of engineering and interest and identity for engineering. Descriptive and inferential statistics further iterated that conceptions of engineering are distinct from interest and identity, meaning that, in some instances, understanding what engineering is does not always lead to increased interest. Discussion This study emphasizes the need to differentiate discussions about interest and identity in engineering from conceptions of engineering through more nuanced analysis of data. This study also contributes promising survey items and measures that can be translated to different contexts and further explored to measure conceptions of engineering.

Anthropology of Engineering Education: Gender Aspects

2025-06-18

Nataliia E. Melnikova | Общество философия история культура

The article examines the problem of gender asymmetry in student training in engineering education. Analysis of statistical data and research results presented in publications by domestic and foreign authors allowed … The article examines the problem of gender asymmetry in student training in engineering education. Analysis of statistical data and research results presented in publications by domestic and foreign authors allowed us to note several problem areas: the age of the onset of gender stereotypes; the mutual influence of gender stereo-types among students, their parents and teachers; the relationship between gender stereotypes and the chosen fields of study (natural sciences and liberal arts); manifestations of gender asymmetry in the field of profes-sional training of engineers, specialists in the natural sciences, mathematics and IT. The expansion of the re-search horizon in connection with online education and the Internet of Things (IoT) is noted, an overview of methods is given taking into account the specifics of the study of gender stereotypes in the professional educa-tion system, from the specifics of the requirements for the tool for obtaining valid results, to the specifics of the data obtained in the field of neuropsychology, allowing us to talk about the possibility of overcoming, minimiz-ing or even correcting gender stereotypes.

Early Exposure/Long-Term Gains: Encouraging High School Students to Pursue STEM Degrees and Careers

2025-06-18

Owen Johnson , Trinetia Respress | Athens Journal of Education

The underrepresentation of African Americans in science, technology, engineering, and mathematics (STEM) fields in the United States is well documented. Statistics show that while African Americans make up 12.4% of … The underrepresentation of African Americans in science, technology, engineering, and mathematics (STEM) fields in the United States is well documented. Statistics show that while African Americans make up 12.4% of the U.S. population, only 37% of African American 18–24-year-olds are enrolled in college, 45.9% complete their degrees within six years, and they earn only 7% of STEM bachelor's degrees. To address this issue from an upstream approach, Tennessee State University (TSU) houses the Tennessee Minority University Research and Education Project (MUREP) Aerospace Academy, a program that aims to inspire underrepresented high school students to pursue STEM degrees and careers. The program provides experiential learning, culturally relevant STEM curricula, engagement with STEM professionals, and family empowerment sessions. The study used a quantitative survey design to investigate the program's impact. Research questions examined how many students the program exposes to National Aeronautics and Space Administration (NASA) STEM careers, the amount of culturally relevant STEM education provided, and the program's impact on students' STEM interest, identity, skills, and knowledge, as well as parents' awareness of STEM opportunities. Preliminary results indicate the program positively impacted students' attitudes and interest in STEM post-secondary subjects and careers. Keywords: Early Exposure, STEM Careers, Underrepresented High School Students, Tennessee Minority University Research and Education Project (MUREP), STEM Degrees0

Understanding First-Generation and Continuing-Generation Graduates’ Decisions to Pursue PhD Programs in Biological Science

2025-06-17

Katie N. Smith , Lauren A. Nutinsky , Mary Walls +3 more | Journal of First-generation Student Success

Work Volition and Work Environments: Impacts on Career Adaptability

2025-06-17

Megan E. Herdt , Kelsey L. Autin | Journal of Career Development

The present study investigated relationships among work volition, perceived autonomy support from supervisors, cognitive job demands, social support from colleagues, and career adaptability. With a sample of 216 working adults, … The present study investigated relationships among work volition, perceived autonomy support from supervisors, cognitive job demands, social support from colleagues, and career adaptability. With a sample of 216 working adults, we used structural equation modeling to test a model predicting career adaptability from work volition through autonomy support, social support, and cognitive demands. Work volition directly predicted autonomy support, and autonomy support partially mediated the relationship between work volition and career adaptability. Cognitive job demands directly predicted career adaptability. Our findings provide theoretical implications for both Career Construction Theory and Psychology of Working Theory. We also discuss practical implications for career counselors.

Secondary school-university partnerships foster STEMM interest and self-agency in rural students

2025-06-17

Seema Rivera , Kathleen Kavanagh , Jan DeWaters +6 more | Frontiers in Education

Introduction Rural STEMM education faces significant challenges, including limited access to high-quality STEMM experiences and resources. University-K12 partnerships can address these challenges by providing opportunities for students and teachers to … Introduction Rural STEMM education faces significant challenges, including limited access to high-quality STEMM experiences and resources. University-K12 partnerships can address these challenges by providing opportunities for students and teachers to engage in authentic STEMM activities, build relationships with STEMM professionals, develop critical thinking and problem-solving skills, and grow professionally. This paper explores the unique assets and challenges of such partnerships in a rural, geographically isolated region of Northeastern United States. Methods We examine several successful STEMM programs directed by a small university through a qualitative exploratory approach. These programs include a neuroscience program, place-based environmental outreach, a student space program, and a science and technology entry program. Results and discussion Through an analysis of reflections from teacher partners and program leaders, prominent themes emerge and critical factors are identified that contribute to success. A key finding is that teachers naturally emerge as cultural navigators who provide vital support and guidance to all stakeholders in a rural STEM network resulting in a range of positive outcomes.

Longitudinal Analysis of Academic Motivation: Examining the Antecedent Roles of Perceived Discrimination and Stereotype Threat Among African American STEM Majors

2025-06-16

Eric D. Deemer , Aryn M. Dotterer , Stacey A. Duhon +4 more | Journal of Black Psychology

Structural and social-psychological factors, including race-related stressors such as discrimination and stereotype threat, contribute to the underrepresentation of African American college students in STEM by thwarting students’ motivation and serving … Structural and social-psychological factors, including race-related stressors such as discrimination and stereotype threat, contribute to the underrepresentation of African American college students in STEM by thwarting students’ motivation and serving as push-out factors. Academic burnout and low momentum-state inertia (LMSI) are two forms of motivation that may develop in response to perceived discrimination and stereotype threat. The present study examined the growth trajectories of burnout and LMSI as a function of race-related stressors using the integrated process and motivational experiences models as guiding theoretical frameworks. Longitudinal data were collected from 500 African American students majoring in STEM disciplines at an Historically Black College/University (HBCU) and a predominantly White institution (PWI). Results of unconditional latent growth curve analyses showed that both academic burnout and LMSI increased over time. Results of conditional latent growth curve analyses revealed that perceived discrimination was not significantly associated with increases in burnout or LMSI. Stereotype threat was instead associated with higher academic burnout and LMSI initially, but decreasing burnout and LMSI over time.

Motivational Resources of Agency in Adolescents’ Career Development in Postsecondary Transition: More than Being Self-Efficacious

2025-06-14

Jiseul Sophia Ahn , Catherine F. Ratelle , Stéphane Duchesne +1 more | Journal of Career Development

A sense of agency is crucial for self-directed career development, particularly during the postsecondary transition, a period shaping career trajectories. This study examined autonomy and self-efficacy as pillars of agency, … A sense of agency is crucial for self-directed career development, particularly during the postsecondary transition, a period shaping career trajectories. This study examined autonomy and self-efficacy as pillars of agency, using longitudinal data from a sample of 637 French-Canadian adolescents (54% girls, M age = 16) before and after the transition. Participants reported on career decision-making autonomy (intrinsic, identified, introjected, and external motivations) and self-efficacy, along with career exploration and commitment. Latent profile analysis identified four subgroups of youth, including youth with high autonomous motivations and self-efficacy, displaying a fully agentic profile, and others with lop-sided agency, marked by strong controlled motivations. Relative weigh analysis indicated self-efficacy as the strongest predictor, with intrinsic motivation making a unique albeit weaker contribution to exploration. These findings highlight the importance of fostering both autonomy and competence, while also revealing the detrimental implication of reward- and punishment-driven motivation on career identity integration.

Reaching for the Stars: A 21-Year Longitudinal Examination of the Career Development of Academically Gifted Females

2025-06-13

Jennifer Nepper Fiebig , Darnell A. Calderon , Fiona A.-V. Fiebig | journal for the education of the gifted

This longitudinal study assessed the career aspirations and ultimate careers of 28 academically talented American girls across three time periods: Time 1 (7th/8th grade), Time 2 (11th/12th grade), and Time … This longitudinal study assessed the career aspirations and ultimate careers of 28 academically talented American girls across three time periods: Time 1 (7th/8th grade), Time 2 (11th/12th grade), and Time 3 (current study, 21 years post-Time 1). Two decades after the initial study, these participants are all in their 30s, identify as female, and were primarily employed. The women answered a battery of survey questions, and the data were analyzed through both qualitative and quantitative methods. Results clustered around three primary themes: their careers, children, and specific influences on their ultimate academic and career trajectories. Although the participants generally adhered to their early career interests, they elaborated on circumstances contributing to their success, which included parental influences on their early academic aspirations. This study offers educational and career development counseling recommendations while emphasizing the enduring impact of early career guidance and the influential role of key figures in fostering academic and vocational success.

A Social Cognitive Lens on Employment Anxiety and Career Optimism in the Transition from School to Work

2025-06-12

Ersoy ÇARKIT | The Career Development Quarterly

ABSTRACT Drawing on the social cognitive model of career self‐management, the present study examined the relationships among job search support, career optimism, and employment anxiety, as well as the mediating … ABSTRACT Drawing on the social cognitive model of career self‐management, the present study examined the relationships among job search support, career optimism, and employment anxiety, as well as the mediating role of job search self‐efficacy in these relationships among youths in the school‐to‐work transition. Participants were 296 undergraduate senior students who were about to graduate from undergraduate education in Türkiye. Structural equation modeling results showed that job search support positively predicted career optimism and job search self‐efficacy but did not predict employment anxiety. Job search self‐efficacy positively predicted career optimism and negatively predicted employment anxiety. The relationships of job search support to career optimism and employment anxiety were mediated by job search self‐efficacy. The results suggest that youth with job search support in the school‐to‐work transition are more likely to perceive themselves as efficacious in a job search, which may strengthen their career optimism and reduce their employment anxiety. Implications for practice and future directions for research are presented.

Editorial: Invention education and STEM: perspectives and possibilities

2025-06-12

Joanna Garner , Shiri D. Gandhi , Adam V. Maltese | Frontiers in Education

Retention of Academically Talented STEM Scholarship Recipients in Community College

2025-06-12

Elizabeth Apple Meza , Maria L. Espino , Debra D. Bragg | Journal of Higher Education Theory and Practice

This qualitative study investigates the experiences of academically talented STEM students with financial need participating in a STEM scholarship program at a community college. These student’s lives are characterized by … This qualitative study investigates the experiences of academically talented STEM students with financial need participating in a STEM scholarship program at a community college. These student’s lives are characterized by complex logistics and competing priorities that they attempt to balance. Results suggest intentional programmatic support services with attention paid to students’ sense of belonging within the scholarship cohort coupled with scholarship monies that allow students to achieve a delicate work-life balance, reduce stress, and be retained in STEM. However, students still contend with uncertainty around transferring to a university. Implications for improving STEM education practice and policy are discussed.

Evaluating Holland’s Career Theory to Enhance Career Decision-Making in Beauty Vocational Education Students

2025-06-12

Tyas Asih Surya Mentari , Nizwardi Jalinus , Elida Elida +4 more | Salud Ciencia y Tecnología

The beauty industry’s diversity presents both opportunities and challenges for vocational students in making informed career choices. This study evaluates the effectiveness of Holland’s Career Theory in improving career decision-making … The beauty industry’s diversity presents both opportunities and challenges for vocational students in making informed career choices. This study evaluates the effectiveness of Holland’s Career Theory in improving career decision-making among Beauty Studies students at SMK Negeri 3 Payakumbuh. Utilizing a quantitative, true-experimental posttest-only control design, 67 students were randomly assigned to experimental and control groups. The experimental group received personalized career counseling using the RIASEC model, while the control group followed standard guidance. A career decision-making questionnaire, validated for the Indonesian vocational context through expert review, pilot testing, and reliability analysis (Cronbach’s α = 0.82), was used to measure post-intervention outcomes. Findings show that the experimental group scored significantly higher on the post-test (M = 89.45) compared to the control group (M = 77.82), with a high effect size (d = 0.77), confirming the intervention’s practical significance. These results underscore the value of aligning personality traits with career environments to facilitate more confident and informed career decisions. The study recommends adapting Holland’s theory across other vocational fields to test its versatility and suggests longitudinal research to evaluate the sustained effects on career satisfaction. Furthermore, by addressing societal stereotypes and offering a structured, theory-driven approach to career counseling, this research contributes to elevating vocational education as a pathway to meaningful and fulfilling careers, particularly in fields traditionally undervalued. Integrating Holland’s model into career counseling curricula can support students' long-term career development and improve their transition into the workforce.

When do girls fall behind in maths? Gigantic study pinpoints the moment

2025-06-11

Celeste Biever | Nature

Breaking confirmatory spells by implementing research-integrated CUREs

2025-06-11

Jan A. C. Vriezen | Journal of Microbiology and Biology Education

ABSTRACT Differences in economic and social growth and academic equity, experiences, and opportunities have left an achievement gap in STEM for underprivileged students. Course-based Undergraduate Research Experiences (CUREs) have attempted … ABSTRACT Differences in economic and social growth and academic equity, experiences, and opportunities have left an achievement gap in STEM for underprivileged students. Course-based Undergraduate Research Experiences (CUREs) have attempted to answer these inequalities by leveling the playing field or by offering course-based research opportunities with minimal requirements for background knowledge. When we ask novel questions, more students get the experience of performing research, which lowers thresholds to pursue research and increases participation. Although the learning outcomes have been largely positive, there is a concern that many CUREs are still too scaffolded. In contrast, I propose to develop exploratory, hypothesis-driven CUREs that are integrated into ongoing research (riCURE). By using the opportunities created by the Tiny Earth CURE as a start, I designed exploratory courses that allow for interdisciplinary hypothesis development, yielding both improved educational outcomes as well as ongoing research dividends.

Integrating Culture to Ignite STEM Passion in U.S. Students

2025-06-10

Ruth V. Akumbu , Eric Hamilton , Kristina Knox | Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference

“I'm Glad This Focuses on Minority Communities!” Exploring the Experiences and Perceptions of Undergraduate STEM Majors

2025-06-10

Adenike Omolara Adefisayo , Atefeh Behboudi , Golnaz Arastoopour Irgens +2 more | Proceedings.

Lenses for Characterizing Equitable College STEM Teaching: Aligning Equity and Academic Goals

2025-06-10

Andrew Estrada Phuong , Judy Nguyen , Huang Fan +3 more | Proceedings.

Portraitures of STEMcyclists Youth: Joy and Liberation for Critical and Transformative STEM Learning

2025-06-10

Noemi Waight , Ryan M. Rish , Jennifer Tripp +7 more | Proceedings.

Queering Pre-college Engineering Education as a Method of Increasing Student Interest in Engineering

2025-06-10

Holly Cordner | Proceedings.

“Wow, I Can Actually Do This Now”: Girls’ Science Identity Development at Science Summer Camps

2025-06-10

Lisa Lundgren | Proceedings.

An Exploration of Family Engagement in STEM Identity Work

2025-06-10

Marisa C. Peczuh , Keisha Varma | Proceedings.

Shifting Toward a Connected Perspective in an Out-of-School STEM Program

2025-06-10

Lora Cawelti , Maggie Dahn , Seth Corrigan +1 more | Proceedings.

Trend of career counseling: bibliometric analysis and literature review

2025-06-08

Tika Febriyani , Siti Aminah Alfalathi , Arga Satrio Prabowo | KONSELI Jurnal Bimbingan dan Konseling (E-Journal)

In Indonesia, tight labor competition and high unemployment rates among graduates are reasons for the need for effective and thorough career preparation. This research uses bibliometric analysis to provide graphic … In Indonesia, tight labor competition and high unemployment rates among graduates are reasons for the need for effective and thorough career preparation. This research uses bibliometric analysis to provide graphic information about the statistical overview of literature from 380 articles published in reputable international journals that correlate with career counseling from 2009 to 2023. An in-depth study was carried out on 371 articles to reveal this research. Types of documents from the Scopus database for career counseling for students are articles, books, reference books, and conference papers. Visualization with R software bibliometrics with three visuals: annual scientific production, most cited articles, country scientific production, and word cloud and co-occurrence network. The analysis findings show that career counseling is the dominant topic. Research topics for 2009-2023 are humans, women, men, and adults. Less researched topics are decision-making, counseling, students, and young adults. This study can provide a global roadmap for researchers regarding career counseling.

Addressing Diversity, Equity, and Inclusion in Environmental Engineering Education: A Review of Strategies

2025-06-06

Paran Gani , Muhammad Noor Hazwan Jusoh , Tony Hadibarata +6 more | Acta Pedagogia Asiana

While environmental engineering helps to solve major world challenges, it still struggles with diversity, equity and inclusion (DEI). This study seeks to understand the current progress of DEI in environmental … While environmental engineering helps to solve major world challenges, it still struggles with diversity, equity and inclusion (DEI). This study seeks to understand the current progress of DEI in environmental engineering education at the university level and for professionals. It analyzes studies related to DEI to discover difficulties that hinder its integration and considers proposed solutions for promoting an inclusive environment. Some main obstacles are the low number of minorities, insufficient DEI information in courses and opposition to reform within institutions. Various promising ways such as making changes to the curriculum, inclusive teaching, student mentorship schemes, instructor development and community involvement are covered. Even so, these different approaches often miss proper support and coordination which reduces their usefulness over time. The review points out flaws in how assessment is done and suggests incorporating DEI concepts throughout education policies, teaching activities and professional life. In the end, it recommends ways that teachers, schools and policy groups can promote DEI by staying committed and joining forces.