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Abstract This qualitative exploratory cross‐case analysis analyzed the beliefs and practices of high school counselors related to science, technology, engineering, and mathematics (STEM) academic advisement, postsecondary planning, and career participation. Interviews were conducted with high school counselors (N = 13) who were purposively sampled to represent a diversity of schools in terms of demographic variables. Findings indicated that high school counselors perceived that (a) sociocultural factors influenced student preparation for STEM, career planning, and decision making; (b) students’ STEM‐related career goals and academic behaviors were sometimes misaligned, and academic advisement often mediated this tension; and (c) their professional STEM knowledge, beliefs, and practices were influenced by professional preparation, workplace characteristics, and their academic experiences. Implications include the need for early, sustained high school STEM counseling and academic advisement; accessible professional development in STEM preparation and careers to promote multiple pathways and reduce school counselor bias; and encouraging family involvement in STEM career decision making.
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STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment
Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM and had lower STEM teaching capacity. Those opportunities to learn in STEM were linked to the widening geographic gaps in STEM academic preparation. Overall, our findings suggest that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.
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- PAR ID:
- 10288061
- Date Published:
- Journal Name:
- Educational Researcher
- ISSN:
- 0013-189X
- Page Range / eLocation ID:
- 0013189X2110275
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.3102/0013189X211027528
