Understanding the Factors Influencing Upper Secondary School Students’ STEM Career Aspirations

Abstract

This study examines factors influencing upper secondary school students’ career aspirations and their conceptions about careers in science, technology, engineering, and mathematics (STEM)-related fields. The data were collected through semi-structured interviews among high-achieving, STEM-oriented students (n = 10). According to a qualitative content analysis, students described several factors influencing their career choices. These factors were categorized under four main themes, following the terminology of social cognitive career theory: Self-efficacy beliefs, interests and values, outcome expectations, and environmental supports and barriers. Furthermore, students described both negative and positive conceptions about STEM-related fields. The findings of this study have important implications for both upper secondary school science instruction and career counseling. Finally, recommendations for practice are introduced to (1) promote students’ interest and self-efficacy in STEM subjects, (2) provide practical information on choices related to STEM careers, and (3) support the development of more realistic conceptions of STEM-related jobs and careers.