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ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X
Indexed in
CONNECTING TEACHER PERCEPTIONS TO STEM OCCUPATIONAL GOALS IN LOWINCOME ADOLESCENTS OF COLOR
Краткое описание
Men of color are under-represented and women of color are unevenly represented within science careers (National Science Foundation, 2015). Career development models suggest that this underrepresentation can be traced back to opportunities encountered and support given during adolescence. This studyexamined science, technology, engineering and math (STEM) related occupational goals of young adolescents of color from low-income schools and the unique contributions of teacher support to these goals. Two-hundred eighteen sixth-grade students from low-income schools answered a survey on academic beliefs and demographics, as well as wrote about their anticipated careers. Additionally, thirteen math and science teachers reported their perceptions of the students while the school district provided student grades. Thirty-one percent of students specifically listed doctor or -veterinarian occupational goals while less than 7% listed a specific career in science, engineering, or technology. According to logistic regression analysis, males were less likely to have STEM career goals compared to their female peers and students who were positively viewed by their teachers were more likely to have STEM career goals, controlling for grades and math self-efficacy. Young adolescents of color demonstrate a high level of interest in certain types of STEM careers, yet gender differences and the role of teacher perceptions have implications for placement in math and science classes as well as future career pathways to increase diversity.
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