End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education

Autor/inn/en	Wong, Billy; Chiu, Yuan-Li Tiffany; Murray, Órla Meadhbh; Horsburgh, Jo
Titel	End of the Road? The Career Intentions of Under-Represented STEM Students in Higher Education
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 51 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Billy) ORCID (Chiu, Yuan-Li Tiffany) ORCID (Murray, Órla Meadhbh) ORCID (Horsburgh, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-022-00366-8
Schlagwörter	Occupational Aspiration; Disproportionate Representation; STEM Education; Undergraduate Students; Foreign Countries; Profiles; United Kingdom + Suchen Sie Ihr Suchwort? Berufsneigung; Berufsziel; STEM; Ausland; Charakterisierung; Profilanalyse; Großbritannien
Abstract	Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to "drive into an STEM future." The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not "forced off the road" by social inequalities and exclusions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01