Abstract
Mexican high school students have a strong inclination to deem scientific and technological college-level education as overly challenging. The purpose of this study was to present firsthand information to learn the following: (a) current problems associated with scientific and technological human capital training in the Mexico City metropolitan area and (b) perceptions of high school students from this geographical area with regard to the challenges of pursuing a degree in science or technology. The study is relevant because it shows the low impact of scientific and technological human capital training in the geographical area, which has both the largest number of public institutions and the largest allocation of economic resources in Mexico. Among the most important results of the study were the predominant low interest in scientific or technological careers and the fact that such indifference is primarily due to the scientific and technological environment in Mexico, which lacks prestige; therefore, students do not foresee an attractive future after achieving a bachelor’s degree related to science or technology.
Highlights
Bachelor’s students have been shown to report a larger proportion of positive than negative experiences in terms of the acquisition of scientific, professional, personal, learning, and research skills, among others and, to varying extents, as a result of their participation in research activities (Kardash, 2000; Seymour, Hunter, Laursen, & DeAntoni, 2004)
The framework described leads to the following question: What are students’ perceptions with regard to pursuing a career in science or technology in a given context? In this study, we focus on the specific case of the Mexico City Metropolitan Area (MCMA)
The study analyzes the perceptions of high school students from the MCMA and the obstacles associated with studying science or technology at the university level
Summary
Bachelor’s students have been shown to report a larger proportion of positive than negative experiences in terms of the acquisition of scientific, professional, personal, learning, and research skills, among others and, to varying extents, as a result of their participation in research activities (Kardash, 2000; Seymour, Hunter, Laursen, & DeAntoni, 2004). Personal perceptions are a useful approach for identifying areas that should be further explored, such as in the case of online education, for which perception studies have been used to determine its relevant components and the challenges in promoting learning (Song, Singleton, Hill, & Hwa Koh, 2004). In this regard, an important line of analysis emerges in the context of student perceptions associated with current evaluation mechanisms in higher education, including the opinions of other actors (Struyven, Dochy, & Janssens, 2005)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call