Impact of STEM Sense of Belonging on Career Interest: The Role of STEM Attitudes
Abstract
Prior research has established a direct belonging–interest pathway among students underrepresented in science, technology, engineering, and mathematics (STEM) fields; however, evidence related to how a sense of belonging in STEM may operate to affect career interest remains limited. Drawing on data from 103 students (female: n = 70; male: n = 33) participating in grant activities at a Hispanic-serving institution, the present study seeks to address this gap by examining a model relating STEM sense of belonging, career interest, and STEM attitudes. Results of multigroup analysis revealed that, whereas female students’ STEM sense of belonging had an indirect impact on their career interest via its correlation with STEM attitudes, the impact of male students’ STEM sense of belonging on their career interest was both direct and indirect. Implications of the findings for educational and counseling practices on supporting women in STEM are discussed, along with future research directions.
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Xu and Lastrapes (2022) found that Latinx students' STEM sense of belonging had impacts on their sustained career interest in STEM.
“For example, Xu and Lastrapes (2022) found that Latinx students' STEM sense of belonging had impacts on their sustained career interest in STEM.”
From The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students (2024) · cites this paper as Xu and Lastrapes (2022)
Cites
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368 · see citing works
Contextual supports and barriers to career choice: A social cognitive analysis.
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“The present study, albeit focused on expectancy value as the guiding framework, offers important implications for empirical inquiry into social cognitive career theory (SCCT; Lent et al., 1994, 2000).”
BackgroundMath and science motivation: a longitudinal examination of the links between choices and beliefs
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006) · Developmental Psychology · doi:10.1037/0012-1649.42.1.70 · Cited by 808 · cited 1× · see citing works
“For example, Simpkins et al. (2006) found that high school students with higher expectancy-value beliefs showed more interest in taking both advanced mathematics and science courses.”
BackgroundRace and gender differences in how sense of belonging influences decisions to major in STEM
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Hansen, M. J., Palakal, M. J., & White, L. (2024) · Journal for STEM Education Research · doi:10.1007/s41979-023-00096-8 · Cited by 138 · see citing works
- Authors
- Xu, C., & Lastrapes, R. E.
- Affiliations
- Zhejiang University (CN)
- University of Houston - Clear Lake (US)
- Corresponding author
- Xu, Chao
- Venue
- Journal of Career Development
- Publisher
- SAGE Publications
- Published
- 2021-07-27
- Volume
- 49
- Issue
- 6
- Pages
- 1215-1229
- ISSN
- 0894-8453 (ISSN-L)
- 1556-0856
- OpenAlex
- W3185419663
- Cited by
- 65
- References
- 5
- Citations by year
- 2026: 10 · 2025: 25 · 2024: 18 · 2023: 7 · 2022: 4 · 2021: 1
- FWCI
- 9.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Career Development (publishedVersion)
- Funders
- U.S. Department of Education (P031C160242)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- career interest, STEM attitudes, underrepresented students, women in STEM, gender differences, Hispanic-serving institutions, career guidance
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