{"title":"Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution.","authors":"Shu-Sha Angie Guan, Jared Ashcroft, Bryant Horowitz, Eileen Ie, Yolanda Vasquez-Salgado, Carrie Saetermoe","doi":"10.1007/s10775-022-09547-x","DOIUrl":null,"url":null,"abstract":"<p><p>Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; <i>M</i><sub>age</sub> = 22.96, <i>SD</i> = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"67 1","pages":"59-75"},"PeriodicalIF":1.0000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11081598/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL THEORY","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10775-022-09547-x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/6/6 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; Mage = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.
期刊介绍：
The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.
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