Transition to University: Counter-stereotypical Career Choice of Young Adults who planned to major in Engineering or Elementary Education

Author(s):

Christine Bieri BuschorSimone BerwegerAndrea Keck

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 03 B, Issues of Science, Technology, Engineering and Mathematics (STEM) in Universities and Higher Education

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

HG, HS 30

Chair:

Christine Teelken

Contribution

In Europe there is an ongoing debate on counter-stereotypical career choice especially due to a shortage of women entering the fields of science, technology, engineering and mathematics (STEM). As a result, policy makers and professional institutions increasingly organize events to arouse children’s interest in (information) technology and natural sciences. On the other hand, one can observe an emerging discourse on feminisation in the field of teaching and calls for more men to enter some specific non-traditional professions, such as elementary education, where they could serve as positive role models. Career decision making theories are based on the interplay between individual factors such as interest, abilities, values and contextual influences (Brown, 2002). From a sociological point of view, decision making is often explained by rational choice theory and effects of primary and secondary effects of the individual background (Boudon, 1974; Becker, 2004; Maaz, 2006). Research on counter-stereotypical career choice has shown that career decision making can be explained by early learning experiences leading to gender-stereotyped self-perceptions of one’s abilities and interests. A large amount of studies have revealed that girls tend to have a lower self-concept of math ability and attach lower value to that domain (Eccles, Alder & Meece, 1984; Eccles 2005; Bonnot & Croizet, 2007). However, research on career decision making often focuses on individual factors and ignores the role of support systems that comprises career counselling by teachers and professional counsellors as well as information provided by universities, firms and professional organisations. The aim of this study is to analyze different phases of decision making of young adults during their transition from high school to university. The following questions are being investigated: Which factors have an impact on different phases of career decision making? What are the reasons that some young women despite their high abilities in math and sciences as well as young men interested in teaching finally do not choose a career in these fields? How do they construct their vocational identity? Theoretical rationale stems (amongst others) from social cognitive career theory positing that during different decision making phases, proximal contextual influences such as social support and anticipated barriers are decisive (Lent, Brown & Hackett, 2000).

Method

The present study is based on a survey on 1500 Swiss high school students’ career options six months before finishing high school compared to their career decision two years later. Firstly, female students were interviewed who declared a high interest in sciences/mathematics or intended to study a university STEM major regardless of whether they did so two years later or not. Secondly, young men who were interested in the field of elementary teaching and who did or did not decide to start a career as a teacher were interrogated. To broaden the “context-knowledge” (Meuser & Nagel, 2005), experts on career guidance supporting processes and high school teachers were interviewed. Quantitative and qualitative data will be combined in a “triangulation process” (Silverman, 2006; Flick, 2008). In addition, results will be interpreted and reflected with practitioners in order to construct “practical knowledge” (Nowotny, Scott & Giddens, 2005).

Expected Outcomes

First results from the longitudinal study are presented. Results show to what extent students put their career options into practice and how they perceive their own career decision making process compared to perceptions of those who are involved in the career guidance process. The study reveals the role of contextual factors from different points of view. The results will be discussed with reference to the European Bologna Process.

References

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Author Information

Christine Bieri Buschor

Zurich University of Teacher Education

Zürich

Simone Berweger

Zurich University of Teacher Education, Switzerland

Andrea Keck

PHZH

Forschung & Entwicklung