Factors Influencing High School Students’ Career Considerations In Stem Fields

While sporadic gains have been made in recent years in attracting minority and female students to STEM (science, technology, engineering and math) fields, there yet remains a significant underrepresentation of females and minorities who pursue academic degrees in these areas. This study assessed different variables that could influence high school students to consider STEM career options. Ninety-four high school students (43 male and 51 female; 52 African American and 42 Caucasian) attending a summer technology academy participated in the study. These students were nominated by their respective high schools as demonstrating potential in STEM academic areas but, due to inhibiting factors (gender, minority status, and/or financial issues), might not choose to pursue these academic and careers options as young adults. During the course of the program, students were asked to provide information on factors such as peer influences, family, school, and media that they felt were influential in their consideration of viable careers. While several areas assessed were consistent across gender and race, notable differences were identified. This paper highlights the importance of better understanding of influences in career considerations as crucial to help guide interventions to improve STEM career selection for women and minorities. Representation Issues and Career Choices in STEM Fields Although STEM field populations have grown, this pace has not keeping up with the overall labor market. 1 In 2006, STEM professionals accounted for 5 percent of all the employment in the United States; this was down from 5.6 percent from 2001. This decline mirrored post secondary enrollment in STEM degree fields. 2 While the actual enrollment in STEM degree fields increased from 519,000 students in 1994-1995 to 578,000 students in 2003-2004, the proportion of undergraduate degrees awarded in STEM fields actually declined from 32 percent to 27 percent of all degrees awarded. This decline has significant economic implications 3 since the U.S. needs to produce more graduates in the STEM fields to maintain America’s competitive advantage in technology areas. The demographics of the U.S. will change dramatically over the next few decades. 3 It is predicted that the current Caucasian majority will cease to be the majority of the total population by 2050. 3,4 The African American population over this same time frame will double in size and the Hispanic-Latino population will quadruple. This increase, however, does not necessarily mean that many of these individuals will choose careers in science and engineering unless major changes are seen. These individuals present a strong, albeit largely untapped, resource for building the nation’s scientific workforce. 5 African Americans and Hispanics-Latinos compromised only six percent of the science and engineering labor force in 1993. From 1995 to 2005, non-Hispanic minorities showed no increases in proportion to undergraduate engineering enrollment and Hispanics made minimal gains from seven percent to nine percent. 4 With these demographic trends in mind, the National P ge 14624.2 Science Foundation (NSF) stated that more efforts are needed to attract minorities, especially underrepresented minorities, to the STEM fields. 5 Women are also underrepresented in STEM fields. 2, 6, 7, 8, 9 Although women make up 50.8% of the U.S. population, they are significantly underrepresented in STEM fields. 2, 4 As long as women choose other careers, the STEM areas are losing a substantial number of intelligent, talented individuals who could make important contributions to science and engineering. 8 Factors and Influences in STEM Career Choice Numerous factors and influences inhibit women and minorities from choosing academic degrees and professions in STEM related fields. Clewell 5 cites four barriers that impede minority student choice of math and science careers: 1) negative attitudes toward math and science; 2) lack of information about careers in math and science; 3) poor math and science scores; and 4) failure to take higher level math and science courses. Minority students may also face additional challenges. In a report by the NSF, minority postdoctoral fellows stated that African Americans are sometimes steered towards athletics rather than academics, and teachers and guidance counselors unknowingly provide negative reinforcement towards careers in science. 4 The report indicates that the exceptional African American students are usually steered towards areas such as law or medicine rather than STEM fields. The report recommends that teachers make science relevant to the student’s lives, teachers receive multicultural awareness training, parents become involved in the students’ educational choices, and teachers demonstrate high expectations of all students. A 2007 study shows minorities who took high level math and science courses are as likely to pursue a STEM degree as non-minority students. 10 Women also face factors and influences that affect their decisions regarding the selection of academic programs and careers. A 2006 study reports that, while most females had a low interest in science, they do not possess lesser ability in science. 7 Blickenstaff 8 proposes explanations regarding why women do not pursue STEM careers and these include: academic preparation for a science major/career; poor attitude toward science and lack of positive experiences with science in childhood; the absence of female scientists/engineers role models; and science curricula which do not interest female students. Adya and Kasiser 6 state that the access to technology resources both at school and home has increased and will have a positive impact on female choices of careers. Although many studies have examined challenges confronting minorities and women pursuing STEM careers, there are very few studies documenting tools for positive changes in stimulating interest in STEM fields. This study examines students attending a summer academy which targeted building career interest in STEM fields. It assesses various factors among these students that may lead them to consider career options. Of particular interest are possible differences reported by female and minority students with regard to these influences. As a starting point, the next section examines the curricular approach of the academy. P ge 14624.3