Barriers to STEM Careers: A Social Cognitive Perspective

Gail Hackett, Professor, Psychology in EducationVice Provost & Dean, University College

Self efficacy & Social Cognitive Career Theory: Origins

• Based on Albert Bandura’s empirical/theoretical work over 4+ decades (1969, 1977, 1986, 1997)

• Application of Bandura’s social cognitive theory to career behavior (Lent, Brown & Hackett)

• Social cognitive theory accords a central role to cognitive, vicarious, self-regulatory and self-reflective processes in human adaptation and change (i.e., human agency)• Stands in contrast to conceptions of human functioning that

overemphasize environmental or biological factors

• Theory contains direct implications for intervention

BackgroundBackgroundContextualAffordances

Person Inputs

- Predispositions- Gender- Race/ethnicity- Disability/ Health status Learning

Experiences

Self-efficacyExpectations

Outcome Expectations

Interests Goals Actions

Contextual InfluencesProximal to Choice Behavior

Social Cognitive Career Theory(Lent, Brown & Hackett, 1994, 2000, 2002)

Prior PerformanceAccomplishment

VicariousLearning

Social Persuasion

Physiological andAffective Reactions

Self-Efficacy

Learning Influences:Sources of Self-Efficacy Information

Learning Experiences

Self-efficacyExpectations

Outcome Expectations

SCCT Model: Learning effects on efficacy and outcome expectations

Self-efficacyExpectations

Outcome Expectations

Interests Goals Actions

Contextual InfluencesProximal to Choice Behavior

SCCT Model: Contextual influences on interests, goals and actions

Targets for Intervention

Provide opportunities to build competenciesStrengthen self-efficacy beliefs via the four sources of information

Realistic self- appraisal of performance accomplishments• Engage in mastery experiences• Recognize strong performance• Develop accurate attributions of performance (success and failure)

Provide strong and varied models• Diversity of academic, work models along varied dimensions of similarity• Coping vs. mastery modeling

Couple verbal/social persuasion with other information sources Address undermining anxiety related to performance and choice

Strengthen & expand vocational interests in high aptitude areas Link education to work/careers via career exploration (from written/visual

information thru simulations, modeling, & job shadowing to practica & internships, research & work experience )

Address unrealistic outcome expectationsMinimize barriers & enhance facilitatorsClarify academic & career goals

BackgroundBackgroundContextualAffordances

Person Inputs

- Predispositions- Gender- Race/ethnicity- Disability/ Health status Learning

Experiences

Self-efficacyExpectations

Outcome Expectations

Interests Goals Actions

Contextual InfluencesProximal to Choice Behavior

Barriers to STEM CareersSTEM Barriers

& Supports(8th & 10th grades;

College)

Development of a Taxonomy of Supports & Barriers to STEM Interests & Entry

• Semi-structured interviews focusing on perceived barriers and supports to math and science for 8th graders; 10th graders; college sophomores (N= 113) & focus groups with teachers, parents, and students at each level

• Sample Questions from Interviews:• What did you like about math or science in Elementary (or Junior or Senior)

high school?• On a scale of 1 to 5, how well did you do in math in elementary/junior or

senior high? In science? Why did you rank yourself there?• Was there a turning point that changed your opinion of yourself as “good in

math or science” or “not good in math or science?” Describe what happened.

• How did your teachers (parents) help you to do well in math? In what ways? In science? In what ways?

• How did teachers (parents) encourage you to do well in math or science? What did they say or do that was particularly encouraging? What did they say or do that you felt was discouraging?

• Taxonomy of Supports & Barriers derived from interviews, focus groups, and research literature

Taxonomy of Supports/Barriers to STEM Interests, Choices

Parental/Family—help on homework, encouragement“They encouraged me but it had been so long since either one had taken math courses that they weren’t much help.”

Institutional/School—teaching method, encouragement, learning environment“They are encouraging when they can get down on that personal level, rather than just being a teacher”

Social—peer influence, role model, minority status“I’ve only had male math teachers.”

Financial/Environmental—opportunities and resources, gender role stereotypes

“I tried to talk to my counselor once but she just threw a lot of pamphlets at me… she steers me towards other things than what I’m here for and it is discouraging.”

Internal/Individual—self-efficacy, interests, perception of difficulty

“Before class with friends I’m open to questions but in class I get embarrassed to ask questions. I don’t want anyone to think I’m an idiot.”

Taxonomy/Supports

Parental/Family•Help/aid from family in math/science

•Knowledge base in math and science in family

•Encouragement to do well in math/science

•Values math/science

•Strong role models in math/science

•Family involvement in career decision-making related to in math/science

•Support for math/science career choices

Institutional/School•Encouragement from math/science teachers

•Inspirational teacher(s) in math/science

•School professionals interested and engaged in child’s math/science career goals

•Effective math/science teaching method

•Math/science teachers quick to help when needed

•Challenging math/science coursework available

Taxonomy/Supports (continued)

Financial/Environmental•Exposure to math/science role models of same gender/ethnicity

•Exposure to math/science enrichment (tutor, math/science camp, computer, etc.)

Social•Thought of as competent in math/science by social group

•Peer group involved in math/science

•Discusses math/science career aspirations with social group

Internal/Individual•High & strong math/science self-efficacy

•Obtained mastery experiences in math/science

•Has identified math/science career goal

•Able to see applicability of math/science in careers

•Resilience – willingness to work hard in math/science

Taxonomy/Barriers

Parental/Family•Little help in math/science fields from parents

•Little encouragement received in math/science

•Lack of role models in math/science

•Disengagement or disagreement in career plans in math/science

•Low aspirations or expectations for educational attainment in math/science

•Family members do not have/offer math/science knowledge

Institutional/School•Ineffective teaching method in math/science courses

•Little to no encouragement from teachers or school environment in math/science

•Teachers unwilling to provide extra help in math/science

•Lack of educational opportunity, not challenged in class in math/science

•Inadequate academic preparation in math/science

•Negative displays of annoyance, frustration from teacher in math/science

•Poor learning environment in math/science courses

•Lack of advice or guidance in math/science

Taxonomy/Barriers (continued)

Financial Environment•Disruptions in math/science education •Gender role stereotypes for math/science careers•Lack of opportunities and resources for math/science enrichment•Lack of exposure to math/science role models of same gender or ethnicity•Null encouragement in math/science

Social•Perception of peer rejection if achieves in math/science - desire to “fit in”•Peer group not involved in math/science•No communication about career plans in regards to math/science•Minority status in math/science courses

Internal/Individual•Low math/science self-efficacy•Lack of interest in math/science•Questioning self/self doubt in math/science courses•Perception of work load/difficulty of math/science courses•Initiative to partake in help-seeking behavior in math/science •Lack of understanding of real-world applications of math/science•Perception of future role conflict with math/science career

Dissemination/Next Steps

NSF Funding to use Taxonomy of Supports & Barriers as an intervention tool

• Taxonomy to be posted on web

• Taxonomy items linked to: • Examples of the supports/barriers from student interviews,

including audio and video exemplars

• Ideas for intervention by developmental level for classroom teachers, counselors, school administrators, parents, and students themselves

• Direct links to intervention tools on the web