School of Education, University of California, Irvine, Irvine, California, USA.
J Adolesc. 2022 Aug;94(6):906-919. doi: 10.1002/jad.12067. Epub 2022 Jun 27.
Why do some students maintain their career expectations in STEM (science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy-value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents.
Using the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n = 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black).
Students with noncollege educated parents were significantly more likely to change from STEM to non-STEM career expectations by 11th grade or to have stable non-STEM career expectations (compared to having stable STEM expectations or changing from non-STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non-STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non-STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non-STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents.
为什么有些学生能够坚持他们在 STEM（科学、技术、工程、数学）领域的职业期望，而有些学生则改变了他们的期望？本研究运用情境期望价值和社会认知职业理论，旨在探讨高中阶段 STEM 支持对学生 STEM 职业期望变化的预测程度，以及这些过程是否因学生父母是否受过大学教育而有所不同。
本研究使用具有全国代表性的“高中纵向研究”数据集，调查了从 9 年级到 11 年级期间美国学生 STEM 职业期望变化的预测因素（n=13100，54%父母未受过大学教育，51%为女生，55%为白人，21%为拉丁裔，12%为黑人）。
父母未受过大学教育的学生在 11 年级时更有可能从 STEM 职业期望转变为非 STEM 职业期望，或者保持非 STEM 职业期望（与保持 STEM 职业期望或从非 STEM 职业期望转变为 STEM 职业期望相比）。此外，与父母受过大学教育的学生相比，父母未受过大学教育的学生从父母那里获得 STEM 支持和参加课外活动的可能性较小。然而，在研究父母未受过大学教育的学生的预测因素时，如果他们得到父母的 STEM 支持，他们更有可能从 9 年级到 11 年级保持对 STEM 职业的期望（与转变为非 STEM 职业相比）。此外，无论父母教育程度如何，所有学生如果得到教师的 STEM 支持，更有可能在整个高中阶段保持 STEM 职业期望（与转变为非 STEM 职业相比）。此外，如果学生得到父母的 STEM 支持，他们更有可能发展 STEM 职业期望（与保持非 STEM 职业期望相比）。这些发现强调了父母和教师的 STEM 支持如何增强 STEM 职业期望，特别是对父母未受过大学教育的学生而言。
