The role of key persons on students’ education and career decisions in STEM fields

           Engineers and scientists are widely acknowledged as the the enabling specialists who will address the demands of a global competitiveness agenda by leading their country’s innovative industrial development. The shortage of such professionals may delay the nation’s efforts and end endeavors. Therefore, it is very important to keep current STEM students and motivate potential university applicants to enter in STEM fields. Literature suggests many different factors that influence students’ decision-making. Among many others, studies have highlighted the influence of key persons as one of the important factors affecting STEM students’ decision-making.

            There are many people in young person’s life, who influence his/her education and career decisions. Interestingly, the study conducted by Sjaastad (2012) found that key persons who influence students’ major choice can be divided into those who act as role models and those who act as definers (set goals and identify student’s strong abilities). The influence of parents and teachers on students’ decisions and choices has been well researched (Maltese & Tai, 2010). Research show that greater support from parents and teachers has been identified as one of the major factors predicting student decision to pursue particular subject choice. It has been acknowledged that the impact of adults on young people can have a major influence on their career path both positively or negatively.

            Research demonstrates that teacher impact, particularly during the early years of secondary school, significantly influence students’ perception of science and future career aspirations. Students, who experienced negative relations with science teachers, are less likely to choose science related major (Smyth & Hannan, 2002). In addition, teachers play a key role in guiding and promoting students’ interest in STEM subjects.

            Apart from teachers, a study conducted in the UK reported that almost 48 % of students sought information regarding major decision from their parents and family relatives (Prieto et al., 2009). Educational background of parents has also been reported as one of the factors influencing students’ choice of major. Parents with science or engineering educational background and the existence of family role models have more of an influence on student’s major choice. Socio-economic status of the family also influences student’s view of his abilities. For instance, it has been acknowledged that students from higher socio-economic backgrounds continue to engage with STEM related subjects compared to students from lower backgrounds (Thomson & De Bortoli, 2008).

            Media may also impact students’ perceptions and attitudes towards STEM, thus inaccurate information provided by mass media presents a challenge to recruit and attract more students into STEM fields (Prieto et al., 2009). According to Johnson and Jones (2006), “the offshoring of technical jobs, as reported often in the media, transmits an aura of instability in the engineering profession. Potential engineering students and their families see such reports, and are often influenced away from engineering study and employment” (p. 1), stressing that this distortive way of reporting leads students not to choose engineering and science as a desirable career.

            Young people feel pressured and are very vulnerable in their career decision-making, thus providing adequate support and advice is essential to prevent them from uninformed decision-making. Adults should be a good role models, help youth to explore different opportunities, equip with essential skills, and be supportive.

               References:

Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685.

Prieto, E., Holbrook, A., Bourke, S., O’Connor, J., Page, A. & Husher, K. (2009). Influences on engineering enrolments. A synthesis of the findings of recent reports. European Journal Engineering Education, 34(2), 183–203.

Sjaastad, J. (2012). Sources of inspiration: The role of significant persons in young people’s choice of science in higher education. International Journal of Science Education, 34(10), 1615–1636.

Smyth, E., & Hannan, C. (2002). Who chooses science? Subject choice in second-level schools. Dublin: Liffey Press/ESRI.

Thomson, S., & De Bortoli, L. (2008). Exploring scientific literacy: How Australia measures up. The PISA 2006 survey of students’ scientific, reading and  mathematical literacy skills. Australian Council for Educational Research: Melbourne.