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1. Examining physicists’ perspectives of career viability and knowledge of impairment

   https://doi.org/10.1119/perc.2021.pr.Oleynik  

   Oleynik, Dan P.; Scanlon, Erin M.; Chini, Jacquelyn J. (January 2021, Examining physicists’ perspectives of career viability and knowledge of impairment)

   Bennett, Michael; Frank, Brian; and Vieyra, Rebecca (Ed.)

   Physics mentors play an important role in supporting students in postsecondary education and in their transition to graduate school and careers. The knowledge and beliefs physics mentors have about disability can affect how they mentor students with disabilities. We administered the Disability and Physics Careers Survey (DPCS) to 237 practicing physicists recruited through physics-specific listservs to measure their knowledge about disability and beliefs about the viability of physics careers for people with different disability diagnoses. This study compares practicing physicists’ varied knowledge about different categories of impairments and diagnoses, and their beliefs about the viability of future careers for students with specific impairments. We present our findings examining the knowledge of practicing physicists about disability, their beliefs about the viability of certain physics careers for people with disabilities, and how those beliefs may vary depending on their personal disability experience. 

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2. “Maybe If I Put My Mind To It": 5th Graders’ Receptivity to Pursuing Engineering Careers (Fundamental)

   https://doi.org/10.18260/1-2--31924  

   Miel, Karen; Portsmore, Merredith; Fuller, Emily; Paul, Kelli; Sung, Euisuk; Maltese, Adam (June 2019, ASEE Conferences)

   As educators strive to broaden representation in engineering, it is important to take into account how youth perceive themselves in relation to engineering careers. Youth as young as ten years of age are assessing the appeal and achievability of engineering as a career. This study explores preadolescents’ perceptions of the desirability of engineering careers and the self-assessed characteristics which impact students’ interest in engineering. In particular, this work unpacks what attracts elementary students to engineering careers and what these students believe it takes to be an engineer. Drawing from a set of 56 student interviews, this work addresses the research question In what ways are elementary school students thinking about careers in engineering? Existing research indicates that students’ interest in engineering careers declines as students enter middle school; this study contributes to understanding influences on students’ interests when they are on the cusp of deciding whether to pursue engineering study and careers. As part of a study of a university-led engineering education outreach program in elementary classrooms, 5th grade students participated in 15- to 30-minute semi-structured interviews near the end of the academic year. Participants represented four classrooms in two suburban schools in the northeastern United States that had each engaged in 16-18 weeks of hands-on engineering activities led by undergraduate engineering students. Interviews focused on the students’ experiences with engineering and the engineering intervention, students’ role models, and students’ career aspirations. We utilized open coding to analyze the interviews and identified the keywords and themes that students used to describe why an engineering career would be appealing or unappealing and possible or impossible for them. Two themes characterized the interview data; these students’ receptivity to pursuing engineering careers appeared to be mediated by conceptions of engineering careers as involving skill (in idea generation or in creation of technology) or desire (the will to do engineering). This paper utilizes interview data to attend to students’ perspectives and expand our understanding of barriers and gateways to student interest in engineering study and careers. It also discusses the implications of the findings for teaching engineering with an eye on the messages conveyed about the nature of engineering practices, the characteristics of engineers, and how students’ interests intersect with engineering careers. 

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3. Native American engineering students’ success in degree completion

   Mason-Chagil, G; Turner, S. L.; Bellcourt, M.; Jacobs, S. C.; Colston, N.; & Johnson, S. (October 2019, American Indian Science and Engineering Society)

   We studied Native American college students’ perceptions of educational barriers and supports while pursuing degrees leading to careers in engineering. Based on findings from our qualitative study, we provide recommendations for students, professors, departments, and institutions on how to support Native American students to be successful as they pursue careers in science, math, and engineering careers. 

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4. How do you know if this is for you? Exploration and awareness of technical STEM careers

   https://doi.org/10.1111/ssm.12577  

   Ferguson, Sarah L.; Ieva, Kara P.; Winkler, Christopher J.; Ash, Kimelle; Cann, Theresa (April 2023, School Science and Mathematics)

   Abstract STEM technician and technologist careers can be accessible options for students; however, the historical devaluing of technical careers combined with a lack of awareness and familiarity with the specific options within this career cluster have resulted in a shortage of trained and prepared professionals. Grounded in social cognitive career theory, this survey study explores college students' knowledge of technical STEM careers, their high school career exploration experiences, and the relationship between science interest, career decision‐making, and technical career knowledge. Results from this survey indicate there is little to no familiarity with the majority of the STEM technician and technologist careers presented. However, results also show students are engaging in career exploration, and many are using more than one resource for exploration in their high school years. Implications for school counselors, teachers, family members, and community members are presented to specifically address the noted concerns. 

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5. Master's and doctoral engineering students' interest in industry, academia, and government careers

   https://doi.org/10.1002/jee.20317  

   Choe, Nathan H.; Borrego, Maura (March 2020, Journal of Engineering Education)

   Abstract BackgroundGraduate education literature tends to focus on faculty careers with little attention to industry careers. However, more than one‐third of U.S. engineering doctorates enter industry. PurposeOur purpose is to understand engineering graduate students' interest in industry, academia, and government careers as it relates to their graduate engineering identities. Design/MethodA total of 249 engineering thesis master's and doctoral students completed a survey about their graduate engineering identities and career preferences. We created regression models to predict students' likelihood of pursuing careers in industry, academia, and government. Then, we used cluster analysis to understand the extent to which students are considering multiple options and used chi‐squared and ANOVA tests to compare the clusters. ResultsIn the regression model predicting an academic career, research recognition and research performance/competence were positive predictors and engineering performance/competence was a negative predictor. Regression models of industry and government described less than 10% of the variance. Four clusters emerged, which collectively demonstrate that engineering graduate students are considering careers in multiple sectors. Students with internships during graduate study were more likely to pursue industry careers. Master's students were underrepresented in the cluster with highest likelihood of an academic career. International students were keeping more options open than some domestic students. There were also differences by engineering discipline. ConclusionsEngineering graduate students are considering multiple career sectors. Advisors and education researchers should focus not only on academic career preparation but also on industry and government career preparation, particularly on preparing for multiple options simultaneously. 

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