Session Information
99 ERC SES 08 G, Science in Education
Paper Session
Contribution
The aim of this study is to examine upper secondary school students’ perceptions about careers on science, technology, engineering, and mathematics (STEM) related fields, and to understand factors influencing their career choices. Despite the global need for STEM professionals, there is a persistent decline in students' interest in STEM studies and careers, especially in Europe (OECD, 2016; Osborne & Dillon, 2008; Potvin & Hasni, 2014). Various factors, both intrinsic and extrinsic, contribute to this decline, including socio-economic status, learning opportunities, attitude towards science, and limited knowledge of STEM careers (e.g., Holmegaard et al., 2014). Recognizing the multifaceted nature of these challenges, efforts to address declining interest include specially designed instructional interventions with integrated career-based perspectives to enhance students' understanding of STEM careers and boost interest in science (Drymiotou et al., 2021; Gago et al., 2005; OECD, 2016). lisää drymioutou
Social cognitive career theory (Lent et al., 1999) provides a framework for understanding how cognitive, social, and environmental factors interact to shape career choices and development over time. The theory emphasizes, for example, the role of self-efficacy beliefs, outcome expectations, interests and goals, environmental influences, performance and choice expectancies, and contextual supports and barriers in shaping an individual's career choices and actions. Furthermore, previous research has shown that for example other people’s recognition and STEM identity (Ladachart et al., 2023; Nugent et al., 2015; Simpson & Bouhafa, 2020), receiving career information (Kaleva et al., 2023), preconceptions about STEM careers (Holmegaard et al., 2014) and instructional activities in school (Drymiotou et al., 2021) can influence adolescents’ STEM related career choices.
Upper secondary school experiences can significantly influence students' career aspirations, impacting their motivation and choices of science subjects and subsequent academic and career paths (Simpkins et al., 2006). Understanding students’ conceptions about science and STEM related careers is important. It can help teachers and other professionals to develop and implement better learning opportunities that enhance students' beliefs and understanding of STEM related fields. In the present study, the factors influencing upper secondary school students’ STEM career choices are examined through semi-structured interviews. The research questions are:
RQ1: What factors do students described as being influential for their career choices?
RQ2: What kind of conceptions do students have about science and STEM related fields?
Method
This research took place in the context of Finnish upper-secondary education, providing general education for students aged 16 to 19. The majority of students complete their studies in a three-year timeframe, with the duration ranging from two to four years based on individual study plans. The participants (N = 10) were second- and third-year students in a single upper secondary school located in southern Finland. Five students identified themselves as female and five as male. Prior to the interviews, descriptive background data from a larger sample of students was collected using a set of closed- and open-ended questions on career aspirations as well as interest and motivation on science subjects. Ten students were chosen to participate the study based on their consent for subsequent inquiries and their indications of STEM related career aspirations. The data collection took place in school year 2022-2023. During the school year, the author of this paper worked in the school as a science teacher and a guidance counselor. The author was also responsible for the data collection and analyses. Semi-structured interviews were employed for data collection, with the aim of ensuring consistency while also allowing for spontaneous discussions. The interview questions were categorized into three sections: (1) career aspirations in general, (2) factors that have influenced the career decision, and (3) conceptions about desired education or profession. The interview data was first transcribed and then analyzed through inductive content analysis to classify the responses into categories. The purpose of such analysis is to achieve a concise yet comprehensive representation of a phenomenon, resulting in the identification of categories or concepts that describe the phenomenon (Elo & Kyngäs, 2008). The process begun with the preparation stage, during which the specific portions of data relevant to the scope of this study were identified. Next, the data was allotted into units of analysis, each accompanied by a note or preliminary code. These units of analysis represented meaningful segments that ranged in length from parts of sentences to lengthy paragraphs. Following iterative examinations of the data, final codes were assigned to the units of analysis. Finally, these codes were grouped under higher-order categories, which were further organized under the main categories.
Expected Outcomes
Out of the 10 participants, 4 pursued a career in engineering and technology, 3 in medicine, 2 in environmental sciences and 1 in aviation. According to the qualitative content analysis of the semi-structured interviews, students described several factors that had influenced their career choices. These factors were categorized under 5 main themes, following the terminology of social cognitive career theory: self-efficacy beliefs, outcome expectations, interests and values, environmental influences, and contextual barriers. Self-efficacy beliefs included student descriptions of their skills and abilities, outcome expectations included sub-themes on employment and prestige of the profession, interests and values included detailed descriptions on personal interests and important values, environmental influences included sub-themes of family- and school-related factors, and contextual barriers included factors related to the admission to the desired education. Furthermore, students described both negative and positive conceptions about science and STEM related fields, and also, changes in their conceptions that had affected their career aspiration. The findings of this study have important implications to both upper secondary school science instruction and career counselling. Students’ need more information and realistic conceptions about the STEM related careers. These challenges can be addressed through informed instructional and counselling interventions.
References
Drymiotou, I., Constantinou, C. P., & Avraamidou, L. (2021). Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios. International Journal of Science Education, 43(5), 717–736. https://doi.org/10.1080/09500693.2021.1880664 Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x Gago, J. M., Ziman, J., Caro, P., Constantinou, C. P., Davies, G. R., Parchmann, I., Rannikmae, M., & Sjoberg, S. (2005). Europe needs more scientists: Increasing human resources for science and technology in Europe. Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme. International Journal of Science Education, 36(2), 186–215. https://doi.org/10.1080/09500693.2012.749362 Kaleva, S., Celik, I., Nogueiras, G., Pursiainen, J., & Muukkonen, H. (2023). Examining the predictors of STEM career interest among upper secondary students in Finland. Educational Research and Evaluation, 28(1–3), 3–24. https://doi.org/10.1080/13803611.2022.2161579 Ladachart, L., Sriboonruang, O., & Ladachart, L. (2023). Whose recognition is meaningful in developing a STEM identity? A preliminary exploration with Thai secondary school students. Research in Science Education. https://doi.org/10.1007/s11165-023-10151-4 Lent, R. W., Hackett, G., & Brown, S. D. (1999). A Social Cognitive View of School‐to‐Work Transition. The Career Development Quarterly, 47(4), 297–311. https://doi.org/10.1002/j.2161-0045.1999.tb00739.x Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education, 37(7), 1067–1088. https://doi.org/10.1080/09500693.2015.1017863 OECD. (2016). PISA 2015 results (Volume I): Excellence and equity in education. OECD Publishing. https://doi.org/10.1787/9789264266490-en Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). The Nuffield Foundation. Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626 Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70–83. https://doi.org/10.1037/0012-1649.42.1.70 Simpson, A., & Bouhafa, Y. (2020). Youths’ and Adults’ Identity in STEM: a Systematic Literature Review. Journal for STEM Education Research, 3(2), 167–194. https://doi.org/10.1007/s41979-020-00034-y
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