Scholarlink

<p>This study examines predictors of STEM career aspirations formed in high school and their reported alignment with early occupational experiences among students who began postsecondary education at community colleges. Guided by Social Cognitive Career Theory (SCCT), we analyze nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Logistic regression models assess how demographic characteristics, STEM course-taking behaviors, career exploration activities, math and science self-concepts, first-year STEM course GPAs in college, and perceived gender discrimination in STEM courses relate to (a) ninth-grade STEM career aspirations and (b) reported alignment between those aspirations and occupational experiences three years later. Results indicate that women were significantly less likely than men to express STEM aspirations or to report alignment between earlier aspirations and early occupational experiences. Socioeconomic status was associated with aspirations but not with reported alignment, and race and ethnicity were not statistically significant after accounting for academic and self-concept variables. Intentional science course-taking for career purposes strongly predicted aspirations, whereas general career exploration activities were not significant predictors. At the postsecondary level, first-year STEM GPA and college math self-concept were positively associated with reported aspiration–career alignment. By centering students who begin their postsecondary education at community colleges, this study extends SCCT across institutional transitions and demonstrates how postsecondary academic experiences shape the sustainability of early STEM aspirations.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

From aspiration to occupation: predictors of STEM career alignment among community college students

  • 期刊论文

  • 发表日期：

    2026年6月19日

查看全文
  • JoHyun Kim,
  • Jungmin Lee,
  • Heesun Kim

摘要

This study examines predictors of STEM career aspirations formed in high school and their reported alignment with early occupational experiences among students who began postsecondary education at community colleges. Guided by Social Cognitive Career Theory (SCCT), we analyze nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09). Logistic regression models assess how demographic characteristics, STEM course-taking behaviors, career exploration activities, math and science self-concepts, first-year STEM course GPAs in college, and perceived gender discrimination in STEM courses relate to (a) ninth-grade STEM career aspirations and (b) reported alignment between those aspirations and occupational experiences three years later. Results indicate that women were significantly less likely than men to express STEM aspirations or to report alignment between earlier aspirations and early occupational experiences. Socioeconomic status was associated with aspirations but not with reported alignment, and race and ethnicity were not statistically significant after accounting for academic and self-concept variables. Intentional science course-taking for career purposes strongly predicted aspirations, whereas general career exploration activities were not significant predictors. At the postsecondary level, first-year STEM GPA and college math self-concept were positively associated with reported aspiration–career alignment. By centering students who begin their postsecondary education at community colleges, this study extends SCCT across institutional transitions and demonstrates how postsecondary academic experiences shape the sustainability of early STEM aspirations.