Parents and their children’s choice of school science subjects and career intentions: a study from Mauritius

Abstract

ABSTRACT Background: Varied and complex forms of parental influence may shape young people’s decisions about whether or not to study science once it is no longer compulsory in school. Purpose: This study attempts to identify the role of parents in influencing the choice of science subjects in Mauritius among students at the end of the third year of secondary education, the level up to which science is a compulsory subject, and to see whether such influence depends on students’ social backgrounds. There is a low uptake of science beyond the compulsory level and this is a matter of concern in the present knowledge-based society. Sample: The study was undertaken in four purposely selected schools in Mauritius, two mixed-sex and two girls’ schools. 135 questionnaires were administered to the parents of the students in the four schools. Results: Analysis of the data indicated that parents on the whole believed that they did not influence their children in the choice of subjects or eventual careers, though they held science in high esteem. These findings were independent of students’ social backgrounds. Conclusions: In interpreting these findings, we discuss what is meant by ‘influence’ and propose a new categorisation of this.