Exploring the Impact of Social, Cultural, and Science Factors on Students’ STEM Career Preferences

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2024-10-31 DOI:10.1007/s11165-024-10210-4

Nasser Mansour

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Abstract

The declining interest in STEM careers in the United Kingdom has raised concerns, prompting this study to explore the intricate relationship between social, cultural, and scientific identities and their impact on students’ inclination towards science and technology career pathways. Additionally, the study examines the associations between gender, gender-related job preferences, and career choices. Data were collected from 1,618 primary and secondary students in the UK. Descriptive and inferential statistics, including regression analysis and multivariate analysis, were employed for analysis. The key findings revealed a significant interaction effect between gender and gender-related job preferences. Social factors were identified as significant mediators, amplifying the influence of gender on career decisions and shaping gender-related job preferences. Cultural factors, particularly related to ethnicity, were found to shape job preferences, while religious affiliation did not exhibit a significant effect. Students’ perceptions of science, stereotypes associated with science professionals, and engagement in science extracurricular activities were positively correlated with a greater likelihood of expressing interest in STEM careers, demonstrating the influential impact of science factors on forming students’ STEM career choices. Interestingly, the type of education (primary or secondary) did not significantly impact job preferences, suggesting that preferences may become more refined or influenced by external factors as students progress in their education.

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探索社会、文化和科学因素对学生 STEM 职业偏好的影响

在英国，人们对科学、技术和工程学（STEM）职业的兴趣不断下降，这引起了人们的关注，促使本研究探索社会、文化和科学身份之间错综复杂的关系，以及它们对学生倾向于科学和技术职业途径的影响。此外，本研究还探讨了性别、与性别相关的工作偏好和职业选择之间的关联。研究收集了英国 1618 名中小学生的数据。分析采用了描述性和推论性统计方法，包括回归分析和多元分析。主要研究结果显示，性别与性别相关工作偏好之间存在明显的交互效应。社会因素被认为是重要的中介因素，扩大了性别对职业决策的影响，并形成了与性别相关的工作偏好。文化因素，特别是与种族有关的文化因素，被认为会影响工作偏好，而宗教信仰则没有显著影响。学生对科学的看法、与科学专业人员相关的刻板印象以及对科学课外活动的参与与他们对 STEM 职业表达兴趣的可能性呈正相关，这表明科学因素对学生 STEM 职业选择的形成具有重要影响。有趣的是，教育类型（小学或中学）对职业偏好的影响并不明显，这表明随着学生受教育程度的提高，他们的偏好可能会变得更加细化或受到外部因素的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.