Abstract
This study examined the influence of social cognitive variables on African American adolescents' interest in environmental science. The sample consisted of 132 (57 male, 75 female) high school seniors enrolled in an urban scientific and technical high school from which 95% of graduates continue in higher education. Results of the regression analysis found that the predictor variables, including investigative self-efficacy, outcome expectations, perceived barriers, support, and environmental concerns, contributed significant variance to the prediction of interest in environmental science. The discussion highlights implications for school guidance counselors who are in a position to increase diversity in environmental science career fields and to facilitate career decisions among African American adolescents.
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