Predictors of High School Students' Interest in Science and Mathematics Teaching Careers

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Recruiting and Retaining STEM Teachers for and From Diverse Communities

Abstract

Shortages of high school science and mathematics (s/m) teachers, especially of those who identify as underrepresented minorities, are a concern in the United States. Although various intervention strategies have been implemented, little empirical research has been conducted to inform and strengthen these initiatives. This retrospective cohort study used logistic regression models to predict students’ s/m teaching intentions at the end of high school, specifically looking at differences between race/ethnicity. Beginning of high school interest in s/m teaching strongly predicted end of high school interest. No racial/ethnic differences in s/m teaching interest were found. S/m teaching interested students displayed characteristics often sought in exemplary teachers. Implications for policy and future research are discussed.

Authors

• Travis T Fuchs, The University of British Columbia

• Sandra Anne Scott, The University of British Columbia

• Gerhard Sonnert, Harvard University

• Philip M. Sadler, Harvard University