Factors Influencing Science Career Intention: The Power of Counterspace

Area of Science:

• STEM Education
• Sociology of Science
• Higher Education

Background:

• Undergraduate research experiences (UREs) are crucial for STEM student development.
• Counterspaces within UREs can positively impact students from diverse backgrounds.
• Sociocognitive factors like self-efficacy and identity are key predictors of career intentions.

Purpose of the Study:

• To investigate the impact of counterspace-providing UREs on STEM undergraduates' sociocognitive factors.
• To examine the relationship between sociocognitive factors and science career intentions.
• To compare outcomes for URE participants versus non-participants.

Main Methods:

• Survey data collected from STEM majors at a California public university (2017-2020).
• Measures included science identity, science self-efficacy, academic self-concept, and science career intention.
• Structural equation modeling and MANOVA were used for analysis.

Main Results:

• URE participants reported significantly higher science self-efficacy, science identity, and academic self-concept than non-participants.
• Science identity mediated the effect of science self-efficacy on science career intention.
• Surprisingly, higher science self-efficacy and academic self-concept showed a negative association with science career intention.

Conclusions:

• Identity-focused UREs that provide counterspaces are vital for STEM majors.
• The findings suggest a complex relationship between sociocognitive factors and career choices.
• Further research is needed to understand the negative association between self-efficacy/academic concept and career intention.