Sociocultural and Contextual Determinants of Science Career Goal at a Community College and Baccalaureate-Granting Institution
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| Title: | Sociocultural and Contextual Determinants of Science Career Goal at a Community College and Baccalaureate-Granting Institution |
|---|---|
| Language: | English |
| Authors: | Shu-Sha Angie Guan (ORCID |
| Source: | International Journal for Educational and Vocational Guidance. 2024 24(1):59-75. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Institute of General Medical Sciences (NIGMS) (DHHS/NIH) |
| Contract Number: | 5RL5GM11897507 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Sociocultural Patterns, Goal Orientation, Community Colleges, Bachelors Degrees, Context Effect, Bias, Undergraduate Study, College Students, Barriers, Career Development |
| DOI: | 10.1007/s10775-022-09547-x |
| ISSN: | 0251-2513 1573-1782 |
| Abstract: | Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; M[subscript age] = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418265 |
| Database: | ERIC |
| Abstract: | Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; M[subscript age] = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed. |
|---|---|
| ISSN: | 0251-2513 1573-1782 |
| DOI: | 10.1007/s10775-022-09547-x |
