Diverse STEM Entry Pathways: Applying the Social Cognitive Career Theory Choice Model to Gender and Racial/Ethnic Differences

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Understanding STEM Students and Outcomes

Abstract

This study employed structural equation modeling with the Social Cognitive Career Theory’s choice model to examine factors contributing to the selection of STEM career pathways by students in the High School Longitudinal Study of 2009. Because African-Americans, Latino/as, and White females are under-represented in the STEM workforce, one key goal of this study was to guide new strategies to help increase participation by these under-represented groups. Analyses revealed that relationships between intent to declare a STEM major in the first semester of college and social cognitive career attributes in high school mediate the impact of the number of school STEM supports on choice of a STEM major. These relationships differed in significance and magnitude depending on student gender and race/ethnicity.

Authors

• LaTanya Dixon, Vanderbilt University

• Suzanne M. Dugger, Augusta University

• Hsien-Yuan Hsu, University of Massachusetts Lowell