社区学院和授予学士学位机构中科学职业目标的社会文化及情境决定因素。
Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution.
作者信息
Guan Shu-Sha Angie, Ashcroft Jared, Horowitz Bryant, Ie Eileen, Vasquez-Salgado Yolanda, Saetermoe Carrie
机构信息
Child and Adolescent Development, California State University, Northridge, 18111 Nordhoff Street, Northridge, CA 91330, USA.
Pasadena City College, Pasadena, USA.
出版信息
Int J Educ Vocat Guid. 2024 Apr;24(1):59-75. doi: 10.1007/s10775-022-09547-x. Epub 2022 Jun 6.
Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; = 22.96, = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.
以社会认知职业理论（SCCT；伦特等人，《职业行为杂志》，1994年第45卷第1期，第79 - 122页）为指导，我们评估了美国一所授予学士学位的机构（BGI）和社区学院（CC）中263名学生（72.4%为女性；平均年龄 = 22.96岁，标准差 = 5.70）在科学教育和职业发展方面的社会文化障碍（如家庭 - 学校文化价值不匹配）和情境障碍（如机构氛围）。对于BGI学生，路径分析表明，诸如课堂偏见等近端因素对科学自我效能感有负面预测作用，而教职员工的偏见则预示着较低的职业结果期望。对于CC学生，家庭 - 学校文化价值不匹配直接预测了科学职业目标。文中还讨论了对未来研究、干预措施和政策的启示。
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