Wong Billy, Chiu Yuan-Li Tiffany, Murray Órla Meadhbh, Horsburgh Jo
University of Reading, Reading, RG1 5EX UK.
Centre for Higher Education Research and Scholarship, Imperial College London, Exhibition Road, London, SW7 2AZ UK.
Int J STEM Educ. 2022;9(1):51. doi: 10.1186/s40594-022-00366-8. Epub 2022 Jul 30.
The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory.
Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to . The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options.
We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not by social inequalities and exclusions.
The online version contains supplementary material available at 10.1186/s40594-022-00366-8.
漏水管道的比喻已被用于描述STEM教育，从义务教育到义务教育后及更高阶段，学生多样性逐渐降低。尽管大量研究探讨了学龄儿童对STEM的看法和经历，但较少有研究考察大学阶段STEM专业学生的职业意向，尤其是那些来自代表性不足背景的学生（例如少数族裔、女性和工人阶级学生）。本文基于一项大型定性研究，该研究对英国110名代表性不足的STEM专业本科生进行了访谈。我们运用科学身份认同和社会认知职业理论的视角，关注学生的STEM职业意向以及他们毕业后可能的发展轨迹。
确定了三条路径。第一组计划从事与STEM相关或源于STEM领域的职业。虽然社会不平等可能持续存在，但这些挑战的潜在影响可能会被以STEM职业为导向的学生的个人动力和热情所抵消，他们似乎致力于……第二组表示打算从事与STEM无关的职业，离开STEM领域。学生给出的即将离开STEM领域的原因是一些非STEM领域，特别是金融和商业领域提供更好的经济回报，以及更广泛的社会不平等和刻板印象。第三组尚未决定，即那些对自己的未来不确定或不清楚的学生。学生们表示普遍缺乏方向或明确的职业路径，从完全没有职业想法到选择过多。
我们提醒大家，尽管在参与度和代表性方面有明显进展，但STEM领域远未实现安全或公平。我们重申营造一个多样化、包容和支持性学习环境的重要性，这种环境能最大限度地提高所有学生，尤其是那些来自代表性不足背景的学生的参与度、优势和潜力。虽然STEM专业学生从事STEM领域以外职业的情况并不罕见，但我们需要警惕那些离开STEM领域的人不会受到社会不平等和排斥的影响。
在线版本包含可在10.1186/s40594-022-00366-8获取的补充材料。
