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<p>Ensuring that school graduates are adequately prepared for the transition from school to the workforce or further education is crucial for success and career satisfaction. This paper examines the influence of career advice provided in Australian schools on girls’ interest in pursuing physics courses and physics-related careers. A transformative mixed methods research approach was employed, with the theoretical framework drawing on social cognitive career theory (SCCT) from a gender perspective. Data was generated through an online survey and focus group interviews with students, as well as individual interviews with physics teachers and career advisers. The findings show that despite its potential to positively influence girls’ choices in physics, schools and students view career advice as an optional service. Consequently, the quality and quantity of career advice offered in Australian schools vary significantly from school to school and remain underutilised by most students. This particularly impacts girls’ perceptions of physics as a viable future career, leaving pervasive gendered perceptions about the subject unchallenged. This study is derived from a larger project that investigated influences on girls’ physics identity.</p>

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‘I Don’t Feel I’ve Been Exposed to Enough Physics-Related Occupations’: Career Advice and the Gendered Uptake of Physics in Australian Secondary Schools

  • 期刊论文

  • 发表日期：

    2025年6月10日

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  • Adam Masri,
  • Russell Tytler,
  • Trace Ollis

摘要

Ensuring that school graduates are adequately prepared for the transition from school to the workforce or further education is crucial for success and career satisfaction. This paper examines the influence of career advice provided in Australian schools on girls’ interest in pursuing physics courses and physics-related careers. A transformative mixed methods research approach was employed, with the theoretical framework drawing on social cognitive career theory (SCCT) from a gender perspective. Data was generated through an online survey and focus group interviews with students, as well as individual interviews with physics teachers and career advisers. The findings show that despite its potential to positively influence girls’ choices in physics, schools and students view career advice as an optional service. Consequently, the quality and quantity of career advice offered in Australian schools vary significantly from school to school and remain underutilised by most students. This particularly impacts girls’ perceptions of physics as a viable future career, leaving pervasive gendered perceptions about the subject unchallenged. This study is derived from a larger project that investigated influences on girls’ physics identity.