Examining the effects of science capital on students’ career aspirations in STEM
Open Access
Author:
Tang, Yue
Graduate Program:
Educational Theory and Policy (MA)
Degree:
Master of Arts
Document Type:
Master Thesis
Date of Defense:
June 02, 2023
Committee Members:
David P Baker, Thesis Advisor/Co-Advisor Mimi Schaub, Committee Member Kevin Kinser, Program Head/Chair
Keywords:
Science capital PISA Career aspirations STEM
Abstract:
Science, technology, engineering, and mathematics (STEM) education has been regarded as the solution to the soaring demand for quality STEM labor and the inequity issue of STEM elites. However, with years of financial and policy support, these problems still exist and attract attention from educational researchers and practitioners, especially in the context of the United States. Therefore, the goal of this master’s thesis was to investigate the effects of various background and personal factors on students’ career aspirations in STEM across learning contexts of Finland and the United States, using data from the Program for International Student Assessment (PISA) 2015 database. The science capital model, neo-institutionalism, and social cognitive career theory all contribute to laying the theoretical background for the analysis of the current study. The hierarchical multivariable binary logistic regression results indicated that compared to science and mathematics achievement, which is always the core of STEM education policy and practices, instrumental motivation in science learning plays a more critical role in encouraging students to pursue career paths in STEM fields across both learning contexts. Specifically for American educational contexts, having at least one parent who is a STEM professional and setting the highest education expectation at tertiary education and above also exert strong forces in affecting students’ STEM career orientation.
