Career Choice in Gifted Students with Interests in STEM

Autor/inn/en	Gómez-Arízaga, María Paz; Navarro, Marianela; Roa-Tampe, Karin; Conejeros-Solar, María Leonor; Valdivia-Lefort, Marieta; Martin, Annjeanette; Bravo Rojas, Carla
Titel	Career Choice in Gifted Students with Interests in STEM
Quelle	In: Gifted and Talented International, 38 (2023) 1, S.21-30 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2023.2237556
Schlagwörter	High School Seniors; Gender Differences; Academically Gifted; Career Choice; Foreign Countries; STEM Education; Thinking Skills; Academic Ability; Family Influence; Educational Environment; Student Interests; Chile + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; STEM; Denkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studieninteresse
Abstract	The areas of science, technology, engineering, and mathematics have an impact on countries' social and economic transformation, innovation, and sustainable development; women's participation, however, in science and mathematics careers, has remained scarce. This remains true for gifted women, that is, women who display high cognitive potential, which leads to less inclusive societies that squander an important part of their talent. Through a qualitative study, gender differences in the career choice process of gifted students with STEM interests were examined. Thirty students in their last year of high school (15 women and 15 men) with the above-mentioned characteristics participated by responding to an in-depth interview. Findings show that, for both genders, academic decisions are mainly determined by individual factors linked to giftedness characteristics, academic/cognitive skills and interests, and contextual factors linked to family, school, and experiences of others who study or work in the STEM areas of interest. The implications of these findings are discussed, suggesting the need to create more inclusive school environments and vocational guidance to offer these students, highlighting the urgency to promote greater female participation in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01