Secondary school students' STEM career aspirations

Abstract

Workforce demand for STEM skills is predicted to grow over the coming decades creating an increased imperative for students to be studying these subjects in school and beyond. The predicted shortfall in skilled workers is further impacted by the significant under-representation of females in some STEM areas. As students progress through the formal years of schooling they develop aspirations for their future, broadening or limiting their choices based on a myriad of influences. Aspirations for STEM careers are dependent on individual attributes, capabilities, interests and attitudes, but are also impacted by parents and family members, and broader societal influences including gender stereotypes. To maintain aspirations in STEM, it is important that students develop strong self-efficacy in STEM subjects and that they remain engaged and interested throughout the secondary school years. Also, by recognizing and countering the detrimental impact of stereotypes associated with some areas within STEM, more females can be supported to persist with STEM into the senior years of secondary school. Further, the research into STEM aspirations demonstrates that intervention programs designed to enhance STEM aspirations need to be designed in ways that are tailored to particular STEM disciplines and student cohorts.