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A Structural And Intersectional Analysis Of High School Students’ Stem Career Development Using A Social Cognitive Career Theory Framework, Tashera Bolds
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This research examined high school students’ STEM career development using a Social Cognitive Career Theory framework. Data used in this study were from High School Longitudinal Study of 2009. Intersectional approaches were employed to gain an in-depth understanding of student characteristics, as well as identify potential differences in students’ STEM behaviors. Further, examinations of the STEM career development process were conducted using structural equation modeling statistical techniques. Findings suggest that prior learning experiences (i.e., math aptitude, informal STEM learning experiences, and math and science identity) and environmental supports and barriers (e.g., informal STEM exposure) are significant influences on students’ STEM …