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ABSTRACT During adolescence, individuals make key decisions about coursework, and career paths, including paths toward careers in science, technology, engineering, and mathematics (STEM). This study identified groups of adolescents who vary in STEM career interests, feelings of support, and perceptions of barriers in STEM and explored what factors predict group membership. Using a latent class analysis with a sample of 473 9th and 10th grade students from public schools in the Southeastern United States (Mage= 15.14, 48.4% White and 43.6% female), 4 distinct classes of adolescents were identified: low STEM, supported with barriers (38.2%), high STEM with barriers (26%), high STEM without barriers (21.6%), and low STEM with high barriers (14.2%). The likelihood of membership in the high STEM without barriers class was higher for participants who reported greater STEM class belonging, growth mindset, and engagement. Efforts to promote continued STEM trajectories may focus on belonging, mindsets, and fostering STEM engagement.
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The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs
Abstract In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without disabilities (Mage = 15.09, SD = .82) recruited from public high schools in Southeastern United States. Differences in their interest in enrolling in advanced STEM courses and having a STEM career were evaluated. Although students with disabilities report lower interest in enrolling in advanced STEM courses they have the same interest in STEM careers as students without disabilities. Moreover, students with disabilities report higher rates of discrimination and more educational barriers than students without disabilities. Schools should focus on providing specific support to students with disabilities to ensure that their educational experiences are equitable.
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- Award ID(s):
- 1941992
- PAR ID:
- 10625592
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- International Journal of Science and Mathematics Education
- Volume:
- 23
- Issue:
- 8
- ISSN:
- 1571-0068
- Format(s):
- Medium: X Size: p. 3255-3269
- Size(s):
- p. 3255-3269
- Sponsoring Org:
- National Science Foundation
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