Factors that Influence Persistence in Science and Engineering Career Aspirations.

By W. Mau. 2003

347 citations recorded by the source corpus.

Subfields: Architecture, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/1bae38ddd831faafe36d7e9d20b5c8e55ea5565f

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In General Agricultural and Biological Sciences

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Citations in the corpus

Factors Influencing STEM Career Aspirations of Underrepresented High School Students (2018, background): “Our findings support previous research (Mau, 2003; Mau & Bikos, 2000; Schuster & Martiny, 2017) indicating the existence of important factors influencing the STEM career aspirations of female and minority high school students.”
Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice (2016, background): “This construct is related to students’ self-efficacy beliefs, which have been shown to be a significant positive predictor of engineering persistence (Marra et al., 2009; Mau, 2003).”
Factors Influencing High School Students’ Career Aspirations (2008, background): “Thus, career self-efficacy is a significant factor for female students’ career aspirations, particularly for non-female traditional occupations (Mau, 2003; Post-Kammer & Smith, 1985; Rainey & Borders, 1997).”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, methodology): “…model was tested for not only the entire sample of CEGEP students, but also for male and female students separately given prior research suggesting gender differences in both attrition (Larose et al., 2006; Mau, 2003) and motivation (Brotman & Moore, 2008; Goetz et al., 2013) in STEM disciplines.”
Feeling the Threat (2014, positive): “Because low self-efficacy has long been identified as an important reason why women are underrepresented in STEM fields (Betz & Hackett, 1981; Mau, 2003), we also sought to determine whether and how self-efficacy transmits this barrier effect to SCC. Results from the present study demonstrated that…”
Majoring in STEM—What Accounts for Women's Career Decision Making? A Mixed Methods Study (2014, result): “This is in contrast to other studies showing that a high amount of women who had been interested in STEM studies at the end of high school ultimately changed their aspirations (Larose et al., 2008; Mau, 2003).”
Why don't they want a male-dominated job? An investigation of young women who changed their occupational aspirations (2006, background): “Not only are females less likely to choose careers in those fields (Jacobs, Chhin, & Bleeker, this issue; Watt, this issue), but when they do, they are more likely than males to ‘‘drop out’’ of these fields (Mau, 2003; National Science Foundation, 1999).”
The Role of Parental Influences on Young Adolescents' Career Development (2008, background): “Therefore, with a few exceptions (Mau, 2003; Young, Friesen, & Pearson, 1988), most studies are limited in their ability to assist vocational psychologists in identifying ways to enhance the nature of family influences.”
Cross-Sectional and Longitudinal Disparities in STEM Career Aspirations at the Intersection of Gender, Race/Ethnicity, and Socioeconomic Status (2018, background): “…such as expectancyvalue theory (e.g., Lauermann, Tsai, & Eccles, 2017; Riegle-Crumb, Moore, & Ramos-Wada, 2011) and social cognitive career theory (e.g., Lent et al., 2003; Mau, 2003) that are widely used in research on and intervention for career development and disparities in STEM choices.”
Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy (2009, background): “Documentation of STEM programmatic initiatives directed towards under-represented minorities (Chubin, May, and Babco, 2005; May and Chubin, 2003; Reyes, Anderson-Rowland, and January 2009 Journal of Engineering Education 33 McCartney, 1999) has indicated the need to address the relative isolation…”
The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA (2006, background): “; Watt, 2006), and more likely than males to drop out if they do enter those fields (Mau, 2003; National Science Foundation, 1999).”