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The influence of parents on undergraduate and graduate students’ entering the STEM disciplines and STEM careers

– Nurtured by their mothers and/or fathers, students enter STEM disciplines and STEM-related careers through multiple pathways in addition to the anticipated pipeline.
– Incidents of circumstantial and planned parent curriculum making surfaced when the data was serially interpreted. What students know, how they are bent by their parents and others, and what they remember’ congealed and brought them to this point in their beginning STEM-related careers.

– Other themes that emerged included:
(1) Relationships between (student) learners and (teacher) parents: all three students eventually launched themselves into STEM careers, having experienced full-circle relationships between themselves as learners and a variety of ‘teachers (parents and teachers acting as teachers).’
(2) Invitations to inquiry: parents presented their children with confounding challenges that helped them to grow academically. Whether intentional or circumstantial, the students were provided with ‘invitations to inquiry.’
(3) Modes of inquiry: parents were not delivering ‘rhetoric of conclusions’ to their children. Instead, they were involving them in active learning and active testing of alternatives through informal project-based learning.
(4) The improbability of certainty: they were exposed to the idea that people will not know everything all the time and the acceptance that advances in scientific field do take place.
(5) Changed narratives=changed lives.

Gender Differences in Conceptualizations of STEM Career Interest: Complementary Perspectives from Data Mining, Multivariate Data Analysis and Multidimensional Scaling

To extract new information about differences in male versus female conceptual frameworks of STEM career interest in middle school.

The Role of Parental Values and Child-specific Expectations in the Science Motivation and Achievement of Adolescent Girls and Boys

– Student interest in science was most strongly associated with career aspirations.
– Parental values and expectations explained student interest, self-concept, achievement, and career aspirations.
– There were strong associations of parental expectations with a child’s career aspirations, moderate to strong associations with student motivation, and a moderate association with a student’s science achievement.
– Boys had a slightly higher interest in science and a higher self-concept than girls. Correspondingly, girls did not pursue careers in scientific fields as often as boys did.
– There was a significant difference between the self-concept of boys and girls in science only. When parents valued science as important in general, boys showed a significantly higher self-concept than girls did.
– Parental expectations were more strongly related to the interest, self-concept, and achievement of boys than it was to that of girls. In contrast, the high expectations of parents predicted career
aspirations in science equally well for boys and girls.
– In general, parents had higher expectations of their daughters than they did of their sons.
– With respect to the motivation of both boys and girls, parental expectations for a child’s career aspirations in science are more important than parental values are.

Gender Differences in STEM Undergraduates' Vocational Interests: People-thing Orientation and Goal Affordances

This study addressed why women have greater representation in some STEM fields compared to others by linking two theoretical approaches, people-thing orientation and role congruity theory, which emphasizes occupation goal affordances associated with traditionally feminine and masculine roles. Research questions: 1) How do men and women in different majors compare on PO and TO? 2) How are college students’ gender and major choices related to interest in occupations that differ in people and thing characteristics? 3) How are communal and agentic goal affordances associated with occupations that vary in their involvement with people and things? 4) How do students’ PTO and perceptions of occupation goal affordances combine to predict interest in different occupations?

Linking Early Science and Mathematics Attitudes to Long-Term Science, Technology, Engineering, and Mathematics Career Attainment: Latent Class Analysis with Proximal and Distal Outcomes

To identify if students’ early attitudes toward mathematics and science support their long-term persistence in science, technology, engineering, and mathematics (STEM) career.

Bourdieu's Notion of Cultural Capital and Its Implications for the Science Curriculum

To examine the specific contributions that science education makes to a student’s cultural capital: in particular, how that capital is acquired in the science classroom (or not), and how that cultural capital will be relevant to their future cultural, academic, and professional lives.

Stability and Volatility of STEM Career Interest in High School: A Gender Study

To gauge how stable versus volatile the reports of boys’ and girls’ STEM career interests are over the course of high school.

Professional Role Confidence and Gendered Persistence in Engineering

This study examines behavioral and intentional persistence among students who enter an engineering major in college.

Who Wants to Have a Career in Science or Math? Exploring Adolescents' Future Aspirations by Gender and Race/Ethnicity

The authors investigate how different racial/ethnic and gender subgroups compare to White males in terms of adolescent career aspirations in science and math, further considering the role that achievement and attitudes may play in shaping disparities at this early point in occupational trajectories.