社区学院和学士学位授予院校科学职业目标的社会文化和背景决定因素。

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

EDUCATIONAL THEORY Pub Date : 2024-04-01 Epub Date: 2022-06-06 DOI:10.1007/s10775-022-09547-x

Shu-Sha Angie Guan, Jared Ashcroft, Bryant Horowitz, Eileen Ie, Yolanda Vasquez-Salgado, Carrie Saetermoe

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引用次数: 0

摘要

在社会认知职业理论（SCCT；Lent 等人，J Vocat Behav 45(1):79-122，1994 年）的指导下，我们对美国一所学士学位授予院校（BGI）和一所社区学院（CC）的 263 名学生（72.4% 为女生；Mage = 22.96，SD = 5.70）的科学教育和职业发展中的社会文化（如家庭与学校文化价值不匹配）和环境障碍（如院校氛围）进行了评估。路径分析显示，对BGI学生而言，课内偏见等近端因素对科学自我效能感有负面预测作用，而来自教职员工的偏见则对较低的职业结果预期有预测作用。对 CC 学生而言，家庭与学校文化价值不匹配直接预测了科学职业目标。本文讨论了未来研究、干预和政策的意义。

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Sociocultural and contextual determinants of science career goal at a community college and baccalaureate-granting institution.

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; M_age = 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.

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来源期刊

EDUCATIONAL THEORY EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

0.00%

发文量

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.