Middle School Students' Attitudes toward Pursuing Careers in Science, Technology, Engineering, and Math

• Published in: NACTA journal Vol. 51; no. 1; pp. 52 - 59
• Main Authors: Degenhart, Shannon H., Wingenbach, Gary J., Dooley, Kim E., Lindner, James R., Mowen, Diana L., Johnson, Larry
• Format: Journal Article
• Language: English
• Published: Twin Falls National Association of Colleges and Teachers of Agriculture 01-03-2007; North American Colleges and Teachers of Agriculture
• Subjects: Agriculture; Banduras; Comparative Analysis; Educational Change; Educational Objectives; Engineering education; Junior high school students; Mathematics education; Middle School Students; Middle schools; Science Teachers; Self efficacy; STEM education; Student Attitudes; Student surveys; Teaching Methods
• ISSN: 0149-4910

The purpose of this study was to describe middle school students' attitudinal changes towards careers in science, technology, engineering, and mathematics (STEM) after year-long classroom interaction with a National Science Foundation (NSF) Graduate Fellow. The study utilized a mixed methods design of content analysis and constant comparative analysis for matched pre/post student responses (N = 1066) to the open-ended question: Do you think you could become a scientist (or technologist, engineer, or mathematician) like your [NSF] Fellow? Why? Initial content analysis placed student responses into one of seven response categories: remained negative; remained positive; remained uncertain; positive to negative; positive to uncertain; negative/uncertain to positive; and negative to uncertain. Five major themes emerged from constant comparative analysis of response categories explaining why students envisioned themselves becoming STEM professionals: subject area; interests and goal; self-efficacy; work ethic and learning ability; and NSF Fellow. These five themes were consistent across all response categories. The major theme throughout student responses to becoming STEM professionals was students' self-efficacy for a particular subject. From interaction with the NSF Fellow, the students developed a positive belief in their abilities and indicated increased willingness to persevere and work toward educational goals in that subject.