An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive?

• Published in: International journal of science and mathematics education Vol. 16; no. 4; pp. 655 - 675
• Main Authors: Holmes, Kathryn, Gore, Jennifer, Smith, Max, Lloyd, Adam
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.04.2018; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Career Choice; Careers; Cultural Capital; Education; Empirical analysis; Gender Differences; Influence of Technology; Mathematics Education; Meta Analysis; Numeracy; Occupational Aspiration; Parent Background; Predictor Variables; Reading Achievement; Regression (Statistics); Regression analysis; Science Careers; Science Education; Science Interests; STEM Education; Student Attitudes; Student Improvement; Student Surveys; Students; Technical education; STEM education; Gender; Student achievement; Career aspiration
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-016-9793-z

Declining enrolments in science, technology, engineering and mathematics (STEM) disciplines and a lack of interest in STEM careers are concerning at a time when society is becoming more reliant on complex technologies. We examine student aspirations for STEM careers by drawing on surveys conducted annually from 2012 to 2015. School students in years 3 to 12 ( n  = 6492) were asked to indicate their occupational choices. A logistic regression analysis showed that being in the older cohorts, possessing high cultural capital, being male, having a parent in a STEM occupation and high prior achievement in reading and numeracy, were significant. This analysis provides a strong empirical basis for school-based initiatives to improve STEM participation. In particular, strategies should target the following: the persistent lack of interest by females in some careers, improving student academic achievement in both literacy and numeracy and expanding knowledge of STEM careers, especially for students without familial STEM connections.