Parents’ Occupations and Students’ Success in STEM Fields: A Systematic Review and Narrative Synthesis

Abstract

There is a well-established body of literature regarding how formal aspects of school impact high school students’ interest, achievement, and persistence in science, technology, engineering, and mathematics (STEM) fields. However, less is known regarding the influence of informal factors (e.g., parents, social groups) on these STEM outcomes. This study helps address this gap by synthesizing interdisciplinary, international research on the role of parents’ professionalism and parents’ STEM occupation on a variety of STEM-related outcomes. Resulting evidence indicated a positive relationship between parents’ professionalism—a measure of job status such that professional occupations are defined as requiring high-level literacy and numeracy skills that are typically gained as a result of postsecondary education—and high school students’ success and persistence in STEM fields. With respect to parents employed in STEM occupations and high school students’ success and persistence in STEM fields, there was also an observed connection. Female and minority students tended to see more wide-ranging benefits from having a professional or STEM parent than did male and white students respectively. This study helps to draw insights into the role of parents’ occupation in influencing STEM achievement and participation.