In Pursuit of Science Careers: Pathways From Childhood to Adulthood

• In Event: Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry

Abstract

The “pipeline” filling the science and engineering workforce has been studied extensively (e.g. National Science Board, 2008; Tyson, Lee, Borman & Hanson, 2007). Findings from these studies suggest critical junctions along the way (e.g. high school calculus, matriculation in a 4-year institution, and a bachelors degree in science or engineering). This poster presentation seeks to illustrate alternatives to this pipeline taken by traditionally underrepresented minority subgroups of the population.

The perspective underlying this presentation posits that critical events and motivations through schooling to science and engineering careers vary across subgroups. Studying these variations is best served through a dialectical mixed methods approach (Greene & Caracelli, 2003) where different paradigms are considered valuable, offer something to contribute, and together lead to richer understandings.

The study draws on a number of data sources. The National Educational Longitudinal Study from 1988 through 2000 (NELS:88/00) contains responses from a stratified random sample of 25,000 8th graders in 1988 who responded to four follow-up survey/interviews spanning the subsequent 12 years. By selecting only those respondents who were working or pursuing graduate degrees in either science or engineering fields in 2000, we determined the extent to which the traditional pipeline described the modal sequence taken for various subgroups to these careers. To compliment this dataset, we select among the over 100 interviews that the Science Activation Learning Lab has collected with science professionals. These interview data enable us to explore individual’s experiences and motivations to their career along the pathways found in the NELS:88/00 data.

Considering these two data sets side by side yields intriguing results. Predominantly, the individuals who followed the traditional pipeline were white, male and had at least one parent that had earned a bachelor degree. This path was pursued by M., a 28 year-old geologist who, wanting to study rocks, successfully navigate barriers encountered to pursue this dream. Despite the smaller number of females working as scientists or engineers, the proportion of female scientists and engineers who pursued the traditional path was greater than that of males. Potential explanations for this finding are described through the description of S.’s path to becoming a chemical engineer—one marred by experiences of gender discrimination and a lack of second chances for her female peers.

We found relatively few ethnic minorities working as scientists or engineers in the NELS:88/00 dataset. The case of C., a 43 year-old African – American biostatistician is prime example of perseverance in spite of very daunting circumstances. Another case: G., a 42 year-old biomedical engineer from Panama who became a naturalized U.S. citizen suggests another pathway.

This study has significant implications for the field. It illuminates the pathways that lead to careers in science and engineering by juxtaposing quantitative analysis of career end states and comparing this with qualitative data regarding both white and non-white science and engineering professionals. Findings related to factors serving as facilitators and potential roadblocks offer critical insights that may inform discussions regarding strategies to increase the number and quality of our nations scientists and engineers.

Authors

• Matthew A. Cannady, University of California - Berkeley

• Kimberly N. Harris, University of California - Berkeley

• Karen Knutson, University of Pittsburgh

• Eric Greenwald, SRI International

• Patrick M. Shields, SRI International