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The purpose of this study is to investigate howHarmony Public Schools' (HPS) ' Class of 2024 high school students' current selves (high school experience, math and science efficacy, parent, and teacher expectations) affect to possible future selves (i.e. choosing a science, technology, engineering, and mathematics [STEM]-major in college). 1464 tenth grade students participated in the study. We utilised logistic regressions for the study. It was found that males are 1.9 times more likely to consider STEM majors in college. African American students are least likely to choose STEM majors compared to all other ethnicities. Students who had STEM professional relatives are more likely to choose a STEM major in college. Students with higher self and parent encouragements are 1.2 and 1.3 times more likely to select a STEM major after graduation, respectively. Students with more STEM club participation, more STEM competitions (e.g. science fairs, mathematics Olympiads etc.), and higher GPA scores are more likely to plan majoring in STEM areas in college compared to less of each. Finally, students with higher math self-efficacy and science self-efficacy scores are 1.3 and 1.5 times more likely to choose a STEM-related area in college compared to students with lower math and science self-efficacy scores. [ABSTRACT FROM AUTHOR]

Historically women have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). Some scholars have suggested that science self-concept perceptions have contributed to this gender gap. We propose and empirically examine a model of the relationships between gender, sexual orientation, science self-efficacy, and science identity. Specifically, we hypothesise that a key explanation for why gender differences in science identity exist may be that science self-efficacy is intervening in the relationship between gender and science identity. Surveys were administered to 964 first-year university students in the U.S. Science self-efficacy mediated the relationship between gender and science identity for heterosexual students, but not for non-heterosexual students. Whereas external factors that may affect gender differences in science self-concept perceptions should be considered, such as boosting females' participation in science courses, the internal self-concept perceptions that individuals use to make decisions about STEM are of particular importance. Our results help to provide a better understanding of the roles that gender and sexual orientation play in science self-efficacy and science identity, and we hope that a better grasp of these relationships offers a step toward addressing the projected shortage of STEM workers. [ABSTRACT FROM AUTHOR]

Toward the end of 6th grade, some bright and highly motivated science-oriented Israeli students and their parents are required to make a decision: whether or not to enrol in a non-mandatory advanced science programme for 7th graders (≈12 year olds) upon entering middle-school. In other words, for many students, entry into the STEM pipeline begins at an earlier age than previously reported and, to date, reasons for doing so are unknown. The aim of this study was to identify and model the factors that contributed to enrolment. Data collected from 7th graders in three Israeli middle-schools (N = 615) included self-efficacy and interest in STEM learning, perceived parental encouragement to learn STEM, perceived peer interest in STEM, recollections of STEM learning in primary schools and participation in informal STEM programmes. Path analysis showed that 'self-efficacy', 'parents', 'peers' and 'participation' directly predicted enrolment. Self-efficacy mediated the effects of environmental variables on academic choice. The significant effect of participation in informal STEM programmes points toward an even earlier entry into the STEM pipeline. Quantitative content analysis was used to categorise the reasons for enrolling in the advanced science programmes (N = 179). Unexpectedly, students overwhelmingly cited practical importance ('utility value') vis-à-vis short, medium and long-term goals. [ABSTRACT FROM AUTHOR]

Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre- to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM. [ABSTRACT FROM AUTHOR]

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest. [ABSTRACT FROM PUBLISHER]