Investigating the factors that influence Science and Math education as a career path: Implications for teacher recruitment

Abstract

A shortage of secondary teachers in STEM areas in the US is longstanding and has been linked to poor academic outcomes for students. While this area of inquiry has grown over time, teacher shortages persist and results point to multifaceted factors that vary by teaching grade level and by discipline. Influences on career choice also differ for those attending community colleges and four-year institutions. As research has shed light on a myriad of factors influential to pursuing a teaching degree, it is important that different groups are examined and a comprehensive model of factors is presented for respective groups. This study examined factors related to pursuing a teaching career in STEM areas with 117 primarily Latinx undergraduate science and math majors at a Hispanic Serving Institution (HSI) in the Southwest US. Logistic Regression modeling found wanting to make a difference in the lives of children, passion for teaching, having been influenced or inspired by someone, having a parent who is an educator, desire to teach Science and/or Math, and having financial/scholarship support to strongly relate with pursuing Science and/or Math teaching. Qualitative open-ended responses triangulated with the quantitative survey findings to enrich understanding and inform solutions. Implications for teacher recruitment and retention are discussed.