Examining the Effects of Informal Out-of-School Science Learning on Secondary School Students’ Career Interest Using a U.S. National Representative Sample

• In Event: Identity and Career Interest in Science Education

Abstract

Drawing from the Social Cognitive Career Theory, we sought to examine the pathways relating students’ middle school out-of-school informal science learning experiences and their STEM career interest at the end of high school via self-efficacy and career outcome expectations. We used a national sample that consists of 15,725 college freshmen to retrospectively report their STEM learning experiences during middle school and background information. Results showed that self-efficacy and outcome expectations fully mediated the effect of students’ prior OST STEM learning experiences on their end of high school STEM career choices. Further, students’ orientation towards working with people was negatively associated with career interest. Gender did not moderate the mediating process in our hypothesized model.

Authors

• Tingting Reid, Harvard University

• Gerhard Sonnert, Harvard University