Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status

Guan Kung Saw · Chi‐Ning Chang · Hsun‐Yu Chan

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Career Development and Diversity Critical Race Theory in Education Science Education and Perceptions

Abstract

Analyzing the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study examined the cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socioeconomic status (SES). Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years. Compared with White boys from higher SES background, girls from all racial/ethnic and SES groups, as well as Black and Hispanic boys from lower SES groups, consistently had lower rates of interest, persistence, and developing an interest in STEM fields.

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References

2013Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013 2006Planning Early for Careers in Science 2012Stability and volatility of STEM career interest in high school: A gender study 2003Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models.2012Expanding underrepresented minority participation: America's science and technology talent at the crossroads 2010Who wants to have a career in science or math? exploring adolescents' future aspirations by gender and race/ethnicity 2003Factors That Influence Persistence in Science and Engineering Career Aspirations 2017Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors.

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