Social Cognitive Predictors of Interest in Environmental Science: Recommendations for Environmental Educators

Abstract

The authors examined the influence of social cognitive variables on students' interest in environmental science careers and investigated differences between White and ethnic minority students on several career-related variables. The sample consisted of 161 undergraduate science majors (124 White students, 37 ethnic minority students). Results of hierarchical multiple regression analyses found self-efficacy, outcome expectations, role model influence, perceived supports and barriers, and environmental concerns contributed significant variance to the prediction of these students' interest in environmental science. When compared with White students, ethnic minority students perceived greater barriers to pursuing a career in environmental science, exhibited less concern about environmental problems, and had less interest in environmental science. The authors highlight implications for environmental educators who are in a position to increase diversity within the field.