An Exploratory Study of the Factors That Dissuade Science Students From Considering a Career in Science Teaching

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Teacher Recruitment and Retention Focused on Content Areas

Abstract

This study investigates reasons why 200 urban college science students are averse to considering a science teaching career. The shortage of qualified science teacher is acute among low-income and poor children whose access to high-quality science education is limited. Findings indicate students’ main concern is inadequate salary. In addition, students with mothers born outside of the U.S. (84 % of the sample) are less likely to consider science teaching as a career. This suggests immigrant family/community contexts may shape personal values and expectations that influence perceptions of teaching. Using an ethnic or aspirational capital framework, the author investigates how the transmission of intergenerational ethnic or aspirational capital operates to shape first or second generation children’s attitudes toward teaching as a career.

Author

• Jeanne Weiler, Hunter College - CUNY