Factors Influencing High School Students’ Career Considerations In Stem Fields

Abstract

While sporadic gains have been made in recent years in attracting minority and female students to STEM (science, technology, engineering and math) fields, there yet remains a significant underrepresentation of females and minorities who pursue academic degrees in these areas. This study assessed different variables that could influence high school students to consider STEM career options. Ninety-four high school students (43 male and 51 female; 52 African American and 42 Caucasian) attending a summer technology academy participated in the study. These students were nominated by their respective high schools as demonstrating potential in STEM academic areas but, due to inhibiting factors (gender, minority status, and/or financial issues), might not choose to pursue these academic and careers options as young adults. During the course of the program, students were asked to provide information on factors such as peer influences, family, school, and media that they felt were influential in their consideration of viable careers. While several areas assessed were consistent across gender and race, notable differences were identified. This paper highlights the importance of better understanding of influences in career considerations as crucial to help guide interventions to improve STEM career selection for women and minorities.